Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-29T18:06:39.158Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  30 May 2024

Christopher Connolly  and
Fernand Gobet
Christopher Connolly
Affiliation:
Sporting Bodymind Ltd
Fernand Gobet
Affiliation:
London School of Economics and Political Science
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Transition Expertise and Identity
A Study of Individuals Who Succeeded Repeatedly in Life and Career Transitions
 , pp. 365 - 390
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adkins, D. C., & Lyerly, S. B. (1951). Factor analysis of reasoning tests. Chapel Hill: University of Northern California, Department of Psychology.Google Scholar
Alexander, C. N., & Langer, E. J. (1990). Higher stages of human development. Oxford: Oxford University Press.Google Scholar
Allport, G. W. (1955). Becoming: Basic considerations for a psychology of personality. New Haven: Yale University Press.Google Scholar
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.CrossRefGoogle Scholar
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.Google Scholar
Amabile, T. M., Dejong, W., & Lepper, M. R. (1976). Effects of externally imposed deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology, 34, 92–98.CrossRefGoogle Scholar
Anderson, J. R., Kline, P. J., & Beasley, C. M. J. (1976). Complex learning processes. In Snow, R. E., Federico, P. A., & Montague, W. (Eds.), Aptitude, learning and instruction: Cognitive process analyses of learning and problem solving (Vol.2) (pp. 199–232). Hillsdale, NJ: Erlbaum.Google Scholar
Archer, D., & Akert, R. M. (1980). The encoding of meaning: A test of three theories of social interaction. Sociological Inquiry, 50, 393–419.CrossRefGoogle Scholar
Assagioli, R. (1977). The act of will. London: Penguin.Google Scholar
Atchley, R. D. (1989). A continuity theory of normal aging. The Gerontologist, 29, 183–190.CrossRefGoogle ScholarPubMed
Atkinson, J. W. (1964). An introduction to motivation. Oxford: Van Nostrand.Google Scholar
Atkinson, J. W. (1978). Personality, motivation and achievement. Hoboken, NJ: Wiley.Google Scholar
Atkinson, J. W., & Birch, D. (1978). An introduction to motivation (2nd ed.). New York: Van Nostrand.Google Scholar
Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics. Manchester: Manchester University Press.CrossRefGoogle Scholar
Bakhtin, M. M., Holquist, M., & Emerson, C. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.Google Scholar
Bakhurst, D., & Shanker, S. G. (Eds.). (2001). Jerome Bruner: Language, culture and self. London: SAGE Publications.CrossRefGoogle Scholar
Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611–626.CrossRefGoogle Scholar
Baltes, P. B. (1993). The ageing mind: Potentials and limits. The Gerontologist, 33, 580–594.CrossRefGoogle ScholarPubMed
Baltes, P. B. (1997). On the incomplete architecture of human ontogeny. Selection, optimization, and compensation as foundation of developmental theory. American Psychologist, 52, 366–380.CrossRefGoogle ScholarPubMed
Baltes, P. B. (2004). Wisdom: The orchestration of mind and virtue. Berlin: Max Plank Institutes of Human Development.Google Scholar
Baltes, P. B., & Baltes, M. M. (1986). The psychology of control and aging. Hillsdale, NJ: Erlbaum.Google Scholar
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In Baltes, P. B. & Baltes, M. M. (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1–34). New York: Cambridge University Press.CrossRefGoogle Scholar
Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122–136.CrossRefGoogle Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.Google Scholar
Bar-On, R. (1997). The Emotional Quotient Inventory (EQi): Technical manual. Toronto: Multi-Health Systems.Google Scholar
Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? British Medical Journal, 322, 1115–1117.CrossRefGoogle ScholarPubMed
Barker, R. G. (1968). Ecological psychology: Concepts and methods for studying human behavior. Stanford, CA: Stanford University Press.Google Scholar
Barley, S. R. (1989). Careers, identities, and institutions: The legacy of the Chicago School of Sociology. In Arthur, M. B., Hall, D. T., & Lawrence, B. S. (Eds.), Handbook of career theory (pp. 41–65). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Barnes, M. L., & Sternberg, R. J. (1989). Social intelligence and decoding of nonverbal cues. Intelligence, 13, 263–287.CrossRefGoogle Scholar
Bauer, J. J., & McAdams, D. P. (2010). Eudaimonic growth: Narrative growth goals predict increases in ego development and subjective well-being 3 years later. Developmental Psychology, 46, 761–772.CrossRefGoogle ScholarPubMed
Baumeister, R. F. (1991). Meanings of life. New York: Guilford Press.Google Scholar
Becker, H. S., & Strauss, A. L. (1956). Careers, personality, and adult socialization. American Journal of Sociology, 62, 253–263.CrossRefGoogle Scholar
Bem, D. J. (1972). Self-perception theory. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 6) (pp. 1–62). New York: Academic Press.Google Scholar
Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston, MA: Allyn & Bacon.Google Scholar
Berger, P. (1977). Facing up to modernity. Harmondsworth: Penguin.Google Scholar
Berry, J. W. (1974). Radical cultural relativism and the concept of intelligence. In Berry, J. W. & Dasen, P. R. (Eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 225–229). London: Methuen.Google Scholar
Bilalić, M., McLeod, P., & Gobet, F. (2008). Inflexibility of experts: Reality or myth? Quantifying the Einstellung effect in chess masters. Cognitive Psychology, 56, 73–102.CrossRefGoogle ScholarPubMed
Binet, A., & Simon, T. (1916). The development of intelligence in children. Baltimore, MD: Williams & Wilkins.Google Scholar
Bjork, R. A. (1996). Memory and metamemory considerations in the training of human beings. In Metcalfe, J. & Shimamura, A. P. (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.Google Scholar
Blanchard-Fields, F. (1994). Age difference in causal attributions from an adult developmental perspective. Journal of Gerontology: Psychological Sciences, 49, 43–51.CrossRefGoogle ScholarPubMed
Block, J. H., & Block, J. (1980). The role of ego control and ego resiliency in the organization of behavior. In Collins, W. A. (Ed.), Development of cognitive, affect and social relations: The Minnesota symposium in child psychology (pp. 39–101). Hillsdale, NJ: Erlbaum.Google Scholar
Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.Google Scholar
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Berkeley: University of California Press.Google Scholar
Bosma, H. A., & Kunnen, S. E. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21, 39–66.CrossRefGoogle Scholar
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.CrossRefGoogle Scholar
Bridges, W. (1991). Managing transitions: Making the most of change. Cambridge, MA: Perseus Books.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Bruner, J. S. (1987). Life as narrative. Social Research, 54, 11–32.Google Scholar
Bruner, J. S. (1991). The narrative construction of reality. Critical Inquiry, 18, 1–21.CrossRefGoogle Scholar
Bruner, J. S. (1997). A narrative model of self-construction. Annals of the New York Academy of Sciences, 818, 145–161.CrossRefGoogle Scholar
Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: Wiley & Sons.Google Scholar
Bruner, J. S., & Kalmar, D. A. (1998). Narrative and metanarrative in the construction of Self. In Ferrari, M. D. & Sternberg, R. J. (Eds.), Self-awareness: Its nature and development (pp. 308–331). New York: Guilford Press.Google Scholar
Butterfield, E. C., Nelson, T. O., & Peck, V. (1973). Developmental aspects of the feeling of knowing. Developmental Psychology, 24, 654–663.CrossRefGoogle Scholar
Campitelli, G., & Gobet, F. (2008). The role of practice in chess: A longitudinal study. Learning and Individual Differences, 18, 446–458.CrossRefGoogle Scholar
Cantor, N., & Kihlstrom, J. F. (1987). Personality and social intelligence. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Carnap, R. (1962). Logical foundations of probability (2nd ed.). Chicago, IL: University of Chicago Press.Google Scholar
Carroll, J. B. (1976). Psychometric tests as cognitive tasks: A new “Structure of Intellect.” In Resnick, L. B. (Ed.), The nature of intelligence (pp. 27–56). Hillsdale, NJ: Erlbaum.Google Scholar
Carroll, J. B. (1993). Human cognitive abilities. Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar
Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control theory approach to human behavior. New York: Springer Verlag.CrossRefGoogle Scholar
Case, R. (1992). The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Hillsdale, NJ: Erlbaum.Google Scholar
Cattell, R. B. (1943). The measurement of intelligence. Psychological Bulletin, 40, 153–193.CrossRefGoogle Scholar
Cattell, R. B. (1957). Personality and motivation structure and measurement. New York: World Book.Google Scholar
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1–22.CrossRefGoogle Scholar
Ceci, S. J., & Liker, J. K. (1986a). Academic and non-academic intelligence: An experimental separation. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 119–142). New York: Cambridge University Press.Google Scholar
Ceci, S. J., & Liker, J. K. (1986b). A day at the races: A study of IQ, expertise, and cognitive complexity. Journal of Experimental Psychology: General, 115, 255–266.CrossRefGoogle Scholar
Charlesworth, W. R. A. (1979). An ethological approach to studying intelligence. Human Development, 22, 212–216.CrossRefGoogle Scholar
Chase, W. G., & Ericsson, K. A. (1981). Skilled memory. In Anderson, J. R. (Ed.), Cognitive skills and their acquisition (pp. 141–189). Hillsdale, NJ: Erlbaum.Google Scholar
Chase, W. G., & Ericsson, K. A. (1982). Skill and working memory. The Psychology of Learning and Motivation, 16, 1–58.CrossRefGoogle Scholar
Chi, M. T. H. (2006). Two approaches to the study of experts’ characteristics. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. (Eds.), Cambridge handbook of expertise and expert performance (pp. 21–30). New York: Cambridge University.CrossRefGoogle Scholar
Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152.CrossRefGoogle Scholar
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In Sternberg, R. (Ed.), Advances in the psychology of human intelligence (vol. 1, pp. 7–76). Hillsdale, NJ: Erlbaum.Google Scholar
Cole, M., & Scribner, S. (1974). Culture and thought. New York: Wiley.Google Scholar
Côté, J. E., & Levine, C. G. (2002). Identity formation, agency, and culture: A social psychological synthesis. Mahwah, NJ: Erlbaum.Google Scholar
Coulson, R. L., Feltovich, P. J., & Spiro, R. J. (1989). Foundations of a misunderstanding of the ultrastructural basis of myocardial failure: A reciprocation network of oversimplifications. Journal of Medicine and Philosophy, 14, 109–146.CrossRefGoogle ScholarPubMed
Coulter, W. A., & Morrow, H. W. (1978). Adaptive behavior: Concepts and measurements. New York: Grune & Stratton.Google Scholar
Cox, E., Bachkirova, T., & Clutterbuck, D. A. (Eds.). (2018). The complete handbook of coaching (3rd ed.). London: Sage Publications.Google Scholar
Crites, J. O. (1976). A comprehensive model of career adjustment in early adulthood. Journal of Vocational Behavior, 9, 105–118.CrossRefGoogle Scholar
Csikszentmihalyi, M. (1974). FLOW: Studies of enjoyment Chicago: University of Chicago.Google Scholar
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Hoboken, NJ: Jossey-Bass.Google Scholar
Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In Csikszentmihalyi, M. & Csikszentmihalyi, I. S. (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15–35). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.Google Scholar
Csikszentmihalyi, M., & Robinson, R. E. (1986). Culture, time and the development of talent. In Sternberg, R. J. & Davidson, J. E. (Eds.), Conceptions of giftedness (pp. 285–306). London: Cambridge University Press.Google Scholar
Dalton, G. W., Thompson, P. H., & Price, R. L. (1977). The four stages of professional careers: A new look at performance by professionals. Organizational Dynamics, 6, 19–42.CrossRefGoogle Scholar
Davidson, J. E. (1986). The role of insight in giftedness. In Sternberg, R. J. & Davidson, J. E. (Eds.), Conceptions of giftedness (pp. 201–222). Cambridge, MA: Cambridge University Press.Google Scholar
Davidson, J. E., Deuser, J., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In Metcalfe, J. E. & Shimamura, A. P. (Eds.), Metacognition: Knowing about knowing (pp. 207–226). Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment. Minneapolis, MN: University of Minnesota Press.Google Scholar
De Bono, E. (1970). Lateral thinking: Creativity step by step. New York: Harper & Row.Google Scholar
de Charms, R. (1968). Personal causation. New York: Academic Press.Google Scholar
de Charms, R. (1983). Personal causation: The internal affective determinants of behavior. New York: Routledge.Google Scholar
De Groot, A. D. (1965). Thought and choice in chess (first Dutch edition in 1946). The Hague: Mouton Publishers.Google Scholar
De Groot, A. D. (1969). Methodology. Foundations of inference and research in the behavioral sciences. The Hague: Mouton.CrossRefGoogle Scholar
De Groot, A. D., Gobet, F., & Jongman, R. W. (1996). Perception and memory in chess: Heuristics of the professional eye. Assen: Van Gorcum.CrossRefGoogle Scholar
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.CrossRefGoogle Scholar
Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22, 113–120.CrossRefGoogle Scholar
Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win: Competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7, 79–83.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 13) (pp. 39–80). New York: Academic Press.Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.Google Scholar
Demetriou, A. (1998). Cognitive development. In Demetriou, A., Doise, W., & van Lieshout, K. F. M. (Eds.), Life-span developmental psychology (pp. 179–269). London: Wiley.Google Scholar
Demetriou, A. (2000). Organisation and development of self-understanding and self-regulation: Toward a general theory. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 209–251). London: Elsevier.CrossRefGoogle Scholar
Denzin, N. K. (1992). Symbolic interactionism and cultural studies: The politics of interpretation. Cambridge, MA: Blackwell.Google Scholar
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2003). Strategies of qualitative inquiry. Newbury Park, CA: Sage Publications.Google Scholar
Detterman, D. K., & Sternberg, R. J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Westport, CT: Ablex Publishing.Google Scholar
Dixon, R. A., & Baltes, P. B. (1986). Towards life-span research on the functions and pragmatics of intelligence. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 203–235). New York: Cambridge University Press.Google Scholar
Duncker, K. (1945). On problem solving (original German edition in 1935). Psychological Monographs, 58(5), i–113.Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.CrossRefGoogle Scholar
Eccles, J. S. (1983). Expectancies, values and academic behaviors. In Spence, J. T. (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). San Francisco: Freeman.Google Scholar
Egan, D. E., & Greeno, J. G. (1974). Theory of rule induction: Knowledge acquired in concept learning, serial pattern learning, and problem solving. In Gregg, L. W. (Ed.), Knowledge and cognition (pp. 43–102). Potomac, MD: Erlbaum.Google Scholar
Eisenstadt, M., & Kareev, Y. (1979). Aspects of human problem solving: The use of internal representations. In Norman, D. A. & Rumelhart, D. E. (Eds.), Explorations in cognition (pp. 308–346). San Francisco: Freeman.Google Scholar
Ekstrom, R. B., French, J. W., Harman, H. H., & Dirmen, D. (1976). Manual and kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing Service.Google Scholar
Elsner, R., & Farrands, B. (2006). Lost in transition: How business leaders can successfully take charge in new roles. London: Marshall Cavendish.Google Scholar
Ericsson, K. A., & Crutcher, R. J. (1990). The nature of exceptional performance. In Baltes, P. B., Featherman, D. L., & Lerner, R. M. (Eds.), Life-span development and behavior (Vol. 10, pp. 187–201). Hillsdale, NJ: Erlbaum.Google Scholar
Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.). (2018). The Cambridge handbook of expertise and expert performance (2nd ed.). New York: Cambridge University Press.CrossRefGoogle Scholar
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245.CrossRefGoogle ScholarPubMed
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.CrossRefGoogle Scholar
Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the new science of expertise. New York: Houghton Mifflin Harcourt.Google Scholar
Ericsson, K. A., & Smith, J. (1991). Prospects and limits of the empirical study of expertise: An introduction. In Ericsson, K. A. & Smith, J. (Eds.), Studies of expertise: Prospects and limits (pp. 1–38). Cambridge: Cambridge University Press.Google Scholar
Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1–171.Google Scholar
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.Google Scholar
Erikson, E. H. (1968). Identity: Youth and crises. New York: Norton.Google Scholar
Erikson, E. H. (1980). Identity and the lifecycle. New York: Norton.Google Scholar
Erikson, E. H. (1985). The life cycle completed: A review. New York: Norton.Google Scholar
Fadjukoff, P., Pulkkinen, L., & Kokko, K. (2005). Identity processes in adulthood: Diverging domains. Identity, 5, 1–20.CrossRefGoogle Scholar
Feather, N. T. (1982). Expectancy-value approaches: Present status and future directions. In Feather, N. T. (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 395–420). Hillsdale, NJ: Erlbaum.Google Scholar
Feigenbaum, E. A., & Simon, H. A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305–336.Google Scholar
Feltovich, P. J., & Barrows, H. S. (1984). Issues of generality in medical problem solving. In Schmidt, H. G. & de Volder, M. L. (Eds.), Tutorials in problem based learning (pp. 128–144). Maastricht, NL: Van Gorcum.Google Scholar
Feltovich, P. J., Johnson, P. E., Moller, J. H., & Swanson, D. B. (1984). LCS: The role and development of medical knowledge in diagnostic expertise. In Clancey, W. J. & Shortliffe, E. H. (Eds.), Readings in medical artificial intelligence: The first decade (pp. 275–319). Reading, MA: Addison Wesley.Google Scholar
Feltovich, P. J., Spiro, R. J., & Coulson, R. L. (1993). Learning, teaching and testing for complex conceptual understanding. In Fredrikson, N. & Bejar, I. (Eds.), Test theory for a new generation of tests (pp. 181–217). Hillsdale, NJ: Erlbaum.Google Scholar
Feltovich, P. J., Spiro, R. J., & Coulson, R. L. (1997). Issues of expert flexibility in contexts characterised by complexity and change. In Feltovich, P. J., Ford, K. M., , R. R. Hoffman, (Eds.), Expertise in context (pp. 125–146). Cambridge, MA: MIT Press.Google Scholar
Ferrari, M. D. (1998). Being and becoming self-aware. In Ferrari, M. D. & Sternberg, R. J. (Eds.), Self-awareness: Its nature and development (pp. 387–422). New York: Guilford Press.Google Scholar
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.CrossRefGoogle Scholar
Flanagan, D. P., McGrew, K. S., & Ortiz, S. O. (2000). The Wechsler Intelligence Scales and Gf-Gc theory: A contemporary approach to interpretation. Boston: Allyn & Bacon.Google Scholar
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.CrossRefGoogle Scholar
Fodor, J. A. (1983). The modularity of mind. Cambridge, MA: MIT/Bradford Press.CrossRefGoogle Scholar
Ford, M. E., & Tisak, M. S. (1983). A further search for social intelligence. Journal of Educational Psychology, 75, 196–206.CrossRefGoogle Scholar
Frankl, V. E. (1963). Man’s search for meaning: An introduction to logotherapy. New York: Washington Square Press.Google Scholar
Frensch, P. A., & Sternberg, R. J. (1989). Expertise and intelligent thinking: When is it worse to know better? In Sternberg, R. J. (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157–188). Hillsdale, NJ: Erlbaum.Google Scholar
Freud, S. (1915). The unconscious. In Standard Edition (Vol. 14, pp. 159–190). London: Hogarth.Google Scholar
Freud, S. (1920). A general introduction of psycho-analysis (G. S. Hall, Trans.). New York: Boni & Liveright.CrossRefGoogle Scholar
Freud, S. (1933). New introductory lectures on psychoanalysis. Oxford: Norton & Co.Google Scholar
Frieze, I., & Weiner, B. (1971). Cue utilization and attributional judgments for success and failure. Journal of Personality, 39, 591–605.CrossRefGoogle Scholar
Fromm, E. (1947). Man for himself. New York: Rinehart.Google Scholar
Gallwey, W. T. (2008). The inner game of tennis: The ultimate guide to the mental side of peak performance. London: Pan Macmillan.Google Scholar
Galton, F. (1869). Hereditary genius: An inquiry into its laws and consequences. London: Macmillan.CrossRefGoogle Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
Gardner, H. (1985). The mind’s new science: A history of the cognitive revolution. New York: Basic Books.Google Scholar
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.Google Scholar
Gardner, H. (1999). Intelligence reframed: Multiple intelligences in the 21st century. New York: Basic Books.Google Scholar
Garmenzy, N. Z. (1993). Vulnerability and resilience. In Funder, D. C., Parke, R. D., Tomlinson-Keasey, C., & Widaman, K. (Eds.), Studying lives through time (pp. 377–397). Washington, DC: American Psychological Association.Google Scholar
Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books.Google Scholar
Gibbs, G. R. (2002). Qualitative data analysis: Explorations with NVivo. Maidenhead: Open University Press.Google Scholar
Gibson, E. J., & Pick, A. D. (2003). An ecological approach to perceptual learning and development. New York: Oxford University Press.Google Scholar
Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum.Google Scholar
Giddens, A. (1984). The constitution of society. Berkeley, CA: University of California Press.Google Scholar
Glaser, B. G., & Strauss, A. L. (1965). Awareness of dying. Chicago: Aldine.Google Scholar
Glaser, B. G., & Strauss, A. L. (1971). Status passage. New York: Aldine.Google Scholar
Glick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1–38.Google Scholar
Gobet, F. (1997). A pattern-recognition theory of search in expert problem solving. Thinking and Reasoning, 3, 291–313.CrossRefGoogle Scholar
Gobet, F. (1998). Expert memory: A comparison of four theories. Cognition, 66, 115–152.CrossRefGoogle ScholarPubMed
Gobet, F. (2005). Chunking models of expertise: Implications for education. Applied Cognitive Psychology, 19, 183–204.CrossRefGoogle Scholar
Gobet, F. (2016). Understanding expertise: A multi-disciplinary approach. London: Palgrave.CrossRefGoogle Scholar
Gobet, F. (2020). The classic expertise approach and its evolution. In Ward, P., Schraagen, J. M., Gore, J., & Roth, E. (Eds.), Oxford handbook of expertise: Research and application (pp. 35–55). Oxford: Oxford University Press.Google Scholar
Gobet, F., & Campitelli, G. (2007). The role of domain-specific practice, handedness and starting age in chess. Developmental Psychology, 43, 159–172.CrossRefGoogle ScholarPubMed
Gobet, F., & Ereku, M. (2014). Checkmate to deliberate practice: The case of Magnus Carlsen. Frontiers in Psychology, 5. doi: 10.3389/fpsyg.2014.00878CrossRefGoogle ScholarPubMed
Gobet, F., Richman, H. B., Staszewski, J. J., & Simon, H. A. (1997). Goals, representations, and strategies in a concept attainment task: The EPAM model. The Psychology of Learning and Motivation, 37, 265–290.CrossRefGoogle Scholar
Gobet, F., & Simon, H. A. (1996). Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology, 31, 1–40.CrossRefGoogle ScholarPubMed
Gobet, F., & Simon, H. A. (2000). Five seconds or sixty? Presentation time in expert memory. Cognitive Science, 24, 651–682.CrossRefGoogle Scholar
Goldman, S. R., & Pellegrino, J. W. (1984). Deductions about induction: Analyses of developmental and individual differences. In Sternberg, R. J. (Ed.), Advances in the psychology of human intelligence (Vol. 2, pp. 149–197). Hillsdale, NJ: Erlbaum.Google Scholar
Goldstein, K. (1939). The organism: A holistic approach to biology derived from pathological data in man. New York: Zone Books.CrossRefGoogle Scholar
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.Google Scholar
Goodnow, J. J. (1976). The nature of intelligent behaviour: Questions raised by cross-cultural studies. In Resnick, L. B. (Ed.), The nature of intelligence (pp. 169–188). New York: Erlbaum.Google Scholar
Goodnow, J. J. (1986). Organising and reorganising. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 143–162). New York: Cambridge University Press.Google Scholar
Gottfredson, L. S. (1979). Aspiration-job match: Age trends in a large, nationally representative sample of young, white men. Journal of Counselling Psychology, 26, 319–328.CrossRefGoogle Scholar
Gottfredson, L. S., & Becker, H. J. (1981). A challenge to vocational psychology: How important are aspirations in determining male career development? Journal of Vocational Behavior, 18, 121–137.CrossRefGoogle Scholar
Gottschalk, L. A. (1995). Content analysis of verbal behaviour: New findings and clinical applications. Hillsdale, NJ: Erlbaum.Google Scholar
Gould, R. (1978). Transformations: Growth and change in adult life. New York: Simon & Schuster.Google Scholar
Green, R. F., Guilford, J. P., Christensen, P. R., & Comrey, A. L. (1953). A factor analytic study of reasoning abilities. Psychometrika, 18, 135–160.CrossRefGoogle Scholar
Greenwald, A. G. (1984). Self-knowledge and self-deception. In Lockard, J. S. & Paulhus, D. L. (Eds.), Self-deception: An adaptive mechanism? (pp. 113–131). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Greenwald, A. G., & Pratkanis, A. R. (1984). The self. In Handbook of social cognition, Vol 3. (pp. 129–178). Mahwah, NJ: Erlbaum.Google Scholar
Gross, L. (1974). Modes of communication and the acquisition of symbolic capacities. In Olsen, D. (Ed.), Media and symbols (pp. 56–80). Chicago: University of Chicago Press.Google Scholar
Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of Adolescent Research, 2, 203–222.CrossRefGoogle Scholar
Gruber, H. E. (1982). On the hypothesized relation between giftedness and creativity. In Feldman, D. H. (Ed.), Developmental approaches to giftedness and creativity (pp. 7–29). San Francisco: Jossey-Bass.Google Scholar
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 105–117): Thousand Oaks, CA: Sage.Google Scholar
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293.CrossRefGoogle ScholarPubMed
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.Google Scholar
Hall, D. T. (1976). Careers in organizations. Glenview, IL: Scott Foresman.Google Scholar
Hall, D. T., & Nougaim, N. (1968). An examination of Maslow’s need hierarchy in an organizational setting. Organizational Behavior and Human Performance, 3, 12–35.CrossRefGoogle Scholar
Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 34–45.CrossRefGoogle Scholar
Hansen, J. C., & Campbell, D. P. (1985). Manual for the SVIB-SCII (4th ed.). Palo Alto, CA: Stanford University.Google Scholar
Harlow, H. F. (1950). Learning and satiation of response in intrinsically motivated complex puzzle performance by monkeys. Journal of Comparative and Physiological Psychology, 43, 289–294.CrossRefGoogle ScholarPubMed
Harlow, H. F. (1953). Mice, monkeys, men, and motives. Psychological Review, 60, 23–32.CrossRefGoogle ScholarPubMed
Havinghurst, R. J., & Albrecht, R. (1953). Older people. New York: Longmans, Green & Co.Google Scholar
Hebb, D. O. (1955). Drives and the C.N.S. (conceptual nervous system). Psychological Review, 62, 243–254.CrossRefGoogle ScholarPubMed
Heckhausen, J., Wrosch, C., & Schulz, R. (2019). Agency and motivation in adulthood and old age. Annual Review of Psychology, 70, 191–217.CrossRefGoogle ScholarPubMed
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.CrossRefGoogle Scholar
Helsen, W. F., Starkes, J. L., & Hodges, N. J. (1998). Team sports and the theory of deliberate practice. Journal of Sport & Exercise Psychology, 20, 12–34.CrossRefGoogle Scholar
Heppner, W., L., & Kernis, M. H. (2011). High self-esteem: Multiple forms and their outcomes. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of identity theory and research (pp. 329–355). New York: Springer.CrossRefGoogle Scholar
Hesse, M. B. (1966). Models and analogies in science. Notre Dame, IN: University of Notre Dame Press.Google Scholar
Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231–247.CrossRefGoogle Scholar
Hirst, P. (1974). Knowledge and the curriculum. London: Routledge & Kegan Paul.Google Scholar
Hoffman, R. R. (1987). The problem of extracting the knowledge of experts from the perspective of experimental psychology. AI Magazine, 5, 53–64.Google Scholar
Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Holland, J. L. (1978). The occupations finder. Odessa, FL: Psychological Assessment Resources.Google Scholar
Holyoak, K. J. (1984). Analogical thinking and human intelligence. In Sternberg, R. J. (Ed.), Advances in the psychology of human intelligence (Vol. 2) (pp. 199–230). Hillsdale, NJ: Erlbaum.Google Scholar
Holzinger, K. J. (1938). Relationships between three multiple orthogonal factors and four bifactors. Journal of Educational Psychology, 29, 513–519.CrossRefGoogle Scholar
Homans, G. (1961). Social behaviour: Its elementary forms. New York: Harcourt Brace.Google Scholar
Horn, J. L. (1994). Theory of fluid and crystallized intelligence. In Sternberg, R. J. (Ed.), Encyclopaedia of human intelligence (pp. 443–451). New York: Macmillan.Google Scholar
Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57, 253–270.CrossRefGoogle Scholar
Horn, J. L., & Masunaga, H. (2006). A merging theory of expertise and intelligence. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.), The Cambridge handbook of expertise and expert performance (pp. 587–611). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Horney, K. (1945). Our inner conflicts. New York: W. W. Norton.Google Scholar
Horney, K. (1950). Neurosis and human growth; the struggle toward self-realization. Oxford, England: W. W. Norton.Google Scholar
Hughes, E. C. (1958). Men and their work. New York: Free Press.Google Scholar
Hughes, E. C. (1971). The sociological eye: Selected papers on work, self and the study of society. Chicago: Aldine.Google Scholar
Hull, C. L. (1943). Principles of behavior: An introduction to behavior theory. Oxford, England: Appleton-Century.Google Scholar
Hunt, J. M. (1965). Intrinsic motivation and its role in psychological development. In Levine, D. (Ed.), Nebraska symposium on motivation (Vol. 13). Lincoln, NE: University of Nebraska Press.Google Scholar
Hunt, J. M. (1972). Sequential order and plasticity in early psychological development. Paper presented at the Meeting of the Jean Piaget Society, Philadelphia.Google Scholar
Hunt, T. (1928). The measurement of social intelligence. Journal of Applied Psychology, 12, 317–334.CrossRefGoogle Scholar
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44 764–791.CrossRefGoogle Scholar
Ibarra, H. (2004). Working identity. Boston, MA: Harvard Business School Press.Google Scholar
Izard, C. (1977). Human emotions. New York: Plenum Press.CrossRefGoogle Scholar
James, W. (1890). The principles of psychology. New York: Holt.Google Scholar
James, W. (1890/1950). The principles of psychology. New York: Holt.Google Scholar
James, W. H., & Rotter, J. B. (1958). Partial and 100% reinforcement under chance and skill conditions. Journal of Experimental Psychology, 55, 397–403.CrossRefGoogle ScholarPubMed
Jespersen, K., Kroger, J., & Martinussen, M. (2013). Identity status and Ego development: A meta-analysis. Identity, 13, 228–241.CrossRefGoogle Scholar
Judd, C. H. (1908). The relation of special training and general intelligence. Educational Review, 36, 28–42.Google Scholar
Jung, C. G. (1972). Two essays on analytical psychology. Princeton, NJ: Princeton University Press.Google Scholar
Kalish, R. (1966). A continuity of subjectively perceived death. The Gerontologist, 6, 73–76.CrossRefGoogle Scholar
Kanter, R. M. (1984). The change masters: Innovation and entrepreneurship in the American corporation. New York: Simon and Schuster.Google Scholar
Kashdan, T. B., & Breen, W. E. (2007). Materialism and diminished well-being: Experiential avoidance as a mediating mechanism. Journal of Social and Clinical Psychology, 26, 521–539.CrossRefGoogle Scholar
Kelly, G. (1963). The psychology of personal constructs. New York: Norton.Google Scholar
Kihlstrom, J. F., & Cantor, N. (2000). Social intelligence. In Sternberg, R. J. (Ed.), Handbook of intelligence (pp. 359–379). New York: Cambridge University Press.CrossRefGoogle Scholar
Kihlstrom, J. F., & Cantor, N. E. (1984). Mental representations of the self. Advances in experimental social psychology, 17, 1–47.CrossRefGoogle Scholar
King, L. A., & Smith, N. G. (2004). Gay and straight possible selves: Goals, identity, subjective well-being, and personality development. Journal of Personality, 72, 967–994.CrossRefGoogle ScholarPubMed
Klahr, D. (1984). Transition mechanisms in quantitative development. In Sternberg, R. J. (Ed.), Mechanisms of cognitive development (pp. 101–140). San Francisco, CA: Freeman.Google Scholar
Klahr, D., Langley, P., & Neches, R. (1987). Production system models of learning and development. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Klahr, D., & Wallace, J. G. (1976). Cognitive development: An information processing view. Hillsdale, NJ: Erlbaum.Google Scholar
Kleiber, D., Greendorfer, S., Blinde, E., & Samdahl, D. (1987). Quality of exit from university sports and life satisfaction in early adulthood. Sociology of Sport Journal, 4, 28–36.CrossRefGoogle Scholar
Koestler, A. (1964). The act of creation. London: Hutchinson.Google Scholar
Kosmitzki, C., & John, O. P. (1993). The implicit use of explicit conceptions of social intelligence. Personality and Individual Differences, 15, 11–23.CrossRefGoogle Scholar
Kotter, J. P. (1996). Leading change. Cambridge: Harvard Business School Press.Google Scholar
Koukouris, K. (1991). Quantitative aspects of the disengagement process of advanced and elite Greek male athletes from organized competitive sport. Journal of Sport Behavior, 14, 227–246.Google Scholar
Krampe, R. T., & Charness, N. (2006). Aging and expertise. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.), Cambridge handbook of expertise and expert performance (pp. 723–742). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kroger, J. (2015). Identity development through adulthood: The move towards “wholeness.” In McLean, K. C. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 65–79). New York: Oxford University Press.Google Scholar
Kroger, J., & Marcia, J. E. (2011). The identity statuses: Origins, meanings, and interpretations. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of identity theory and research (pp. 31–53). New York: Springer.CrossRefGoogle Scholar
Kübler-Ross, E. (1969). On death and dying. New York: Macmillan.Google Scholar
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. Progress in Experimental Personality Research, 13, 99–171.CrossRefGoogle Scholar
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In Kuhl, J. & Beckmann, J. (Eds.), Action control: From cognition to behavior (pp. 101–128). Berlin, Heidelberg: Springer Berlin Heidelberg.CrossRefGoogle Scholar
Kuhl, J. (2000). A functional-design approach to motivation and self-regulation: The dynamics of personality systems interactions. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 111–169). London: Elsevier.CrossRefGoogle Scholar
Kunnen, E. S., & Metz, M. (2015). Commitment and exploration: The need for a developmental approach. In McLean, K. C. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 115–131). New York: Oxford University Press.Google Scholar
Kunzmann, U., & Baltes, P. B. (2005). The psychology of wisdom: Theoretical and empirical challenges. In Sternberg, R. J. & Jordan, J. (Eds.), A handbook of wisdom: Psychological perspectives (pp. 110–138). New York: Cambridge University Press.CrossRefGoogle Scholar
Kurtz, L. R. (1984). Evaluating Chicago sociology: A guide to the literature, with an annotated bibliography. Chicago: University of Chicago Press.Google Scholar
Laipple, J. S. (1992). Problem-solving in young and old adulthood: The role of task interpretation. Dissertation Abstracts International, 53, (1–B), 582.Google Scholar
Lambert, N. M., Windmiller, M., Cole, L., & Figueroa, R. (1975). AADM adaptive behaviour scale: Public school version. Washington, DC: American Association on Mental Deficiency.Google Scholar
Langley, P., Neches, R., Neves, D. M., & Anzai, Y. A. (1981). A domain-independent framework for procedure learning. Policy Analysis and Information Systems, 4, 193–197.Google Scholar
Lavallee, D., & Wylleman, P. (2000). Career transitions in sport: International perspectives. Morgantown, VA: Fitness Information Press.Google Scholar
Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.Google Scholar
Leary, M. R., & Tangney, J. P. (Eds.) (2012). Handbook of self and identity (2nd ed.). New York: Guilford Press.Google Scholar
Lens, W., & Vansteenkiste, M. (2008). Promoting self-regulated learning a motivational analysis. In Motivation and self-regulated learning: Theory, research, and applications. (pp. 141–168). Mahwah, NJ: Erlbaum.Google Scholar
Leonesio, R. J., & Nelson, T. O. (1990). Do different metamemory judgements tap the same underlying aspects of memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 464–470.Google ScholarPubMed
Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children’s intrinsic motivation. Journal of Personality and Social Psychology, 31, 479–486.CrossRefGoogle Scholar
Lerch, S. (1984). Athlete retirement as social death: An overview. In Theberge, N. & Donnelly, P. (Eds.), Sport and the sociological imagination (pp. 259–272). Fort Worth: TX Christian University Press.Google Scholar
Levinson, D. J. (1986). A conception of adult development. American Psychologist, 41, 3–13.CrossRefGoogle Scholar
Levinson, D. J., Darrow, C. N., Klein, E. B., Levinson, M. H., & Braxton, M. (1978). The seasons of a man’s life. New York: Ballantine.Google Scholar
Lewin, K. C. (1951). Field theory in social science. New York: Harper & Row.Google Scholar
Lieberman, D. A. (1979). Behaviorism and the mind: A (limited) call for a return to introspection. American Psychologist, 34, 319–333.CrossRefGoogle Scholar
Lillevoll, K. R., Kroger, J., & Martinussen, M. (2013). Identity status and locus of control: A meta-analysis. Identity, 13, 253–265.CrossRefGoogle Scholar
Lindlof, T. R., & Taylor, B. C. (2002). Qualitative communication research methods (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Linville, P. W. (1985). Self-complexity and affective extremity: Don’t put all of your eggs in one cognitive basket. Social Cognition, 3, 94–120.CrossRefGoogle Scholar
Linville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52, 663–676.CrossRefGoogle ScholarPubMed
Little, T. D., Hawley, P. H., Heinrich, C. C., & Marsland, K. W. (2002). Three views of the agentic self: A developmental synthesis. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 389–404). Rochester, NY: University of Rochester Press.Google Scholar
Loevinger, J. (1976). Ego development: Conceptions and theories. San Francisco: Josey Bass.Google Scholar
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.Google Scholar
Luyckx, K., Goossens, L., & Soenens, B. (2006). A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation. Developmental Psychology, 42, 366–380.CrossRefGoogle ScholarPubMed
Luyckx, K., Goossens, L., Soenens, B., & Beyers, W. (2006). Unpacking commitment and exploration: Preliminary validation of an integrative model of late adolescent identity formation. Journal of Adolescence, 29, 361–378.CrossRefGoogle ScholarPubMed
Luyckx, K., Schwartz, S. J., Goossens, L., Beyers, W., & Missotten, L. (2011). Processes of personal identity formation and evaluation. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of identity theory and research (pp. 77–98). New York: Springer.CrossRefGoogle Scholar
Marcia, J. E. (1980). Identity in adolescence. In Adelson, J. (Ed.), Handbook of Adolescent Psychology (pp. 159–187). New York: Wiley.Google Scholar
Marcia, J. E. (1991). Identity and self-development. In Lerner, R., Peterson, A., & Brooks-Gunn, J. (Eds.), Encyclopedia of adolescence (Vol. 1) (pp. 529–533). New York: Garland.Google Scholar
Marcia, J. E. (1993). The ego identity status approach to ego identity. In Marcia, J. E., Waterman, A. S., Matteson, D. R., Archer, S. L., & Orlofsky, J. L. (Eds.), Ego identity: A handbook for psychosocial research (pp. 3–21). New York, NY: Springer-Verlag.CrossRefGoogle Scholar
Markus, H. (1977). Self schemata and processing information about the self. Journal of Personality and Social Psychology, 3, 551–558.Google Scholar
Markus, H., & Kunda, Z. (1986). Stability and malleability in the self-concept in the perception of others. Journal of Personality and Social Psychology, 51, 858–866.CrossRefGoogle Scholar
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.CrossRefGoogle Scholar
Markus, H., & Wurf, E. (1987). The dynamic of self concept: A social psychological perspective. Annual Review of Psychology, 38, 299–337.CrossRefGoogle Scholar
Martens, R. (1975). Social psychology and physical activity. New York: Harper & Row.Google Scholar
Maslow, A. (1962). Toward a psychology of being. Princeton, NJ: Van Nostrand.CrossRefGoogle Scholar
Maslow, A. (1973). Toward a psychology of being. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Masunaga, H., & Horn, J. L. (2000). Characterizing mature human intelligence: Expertise development. Learning and Individual Differences, 12, 5–33.CrossRefGoogle Scholar
May, R. (1969). Love and will. New York: Norton.Google Scholar
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In Salovey, P. & Sluyter, D. (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). New York: Basic Books.Google Scholar
Mayer, J. D., Salovey, P., & Caruso, D. (2000). Competing models of emotional intelligence. In Sternberg, R. J. (Ed.), Handbook of intelligence (2nd ed., pp. 396–420). New York: Cambridge University Press.CrossRefGoogle Scholar
McAdams, D. P. (1985). Power, intimacy, and the life story: Personological inquiries into identity. Homewood, IL: Dorsey Press.Google Scholar
McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5, 100–122.CrossRefGoogle Scholar
McAdams, D. P. (2006). The redemptive self: Stories Americans live by. New York: Oxford University Press.CrossRefGoogle Scholar
McAdams, D. P. (2011). Narrative identity. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of identity theory and research (pp. 99–115). New York: Springer.CrossRefGoogle Scholar
McAdams, D. P., & Cox, K. S. (2010). Self and identity across the life span. In Lerner, R., Freund, A., & Lamb, M. (Eds.), Handbook of lifespan development (Vol. 2, pp. 158–207). New York: Cambridge University Press.Google Scholar
McAdams, D. P., & Pals, J. L. (2006). A new Big Five: Fundamental principles for an integrative science of personality. American Psychologist, 61, 204–217.CrossRefGoogle ScholarPubMed
McCall, M. W., & Kaplan, R. E. (1985). Whatever it takes: Decision makers at work. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
McClelland, D. C. (1961). The achieving society. Oxford, England: Van Nostrand.CrossRefGoogle Scholar
McClelland, D. C. (1985). Human motivation. Glenview, IL: Scott Foresman.Google Scholar
McClelland, D. C., Atkinson, J. W., Clark, R. W., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts.CrossRefGoogle Scholar
McCrae, R. R., & Costa, P. T., Jr. (1989). Reinterpreting the Myers-Briggs Type Indicator from the perspective of the five-factor model of personality. Journal of Personality, 57, 17–40.CrossRefGoogle ScholarPubMed
McCrae, R. R., & Costa, P. T., Jr. (2003). Personality in adulthood: A five-factor theory perspective. New York: Guilford Press.CrossRefGoogle Scholar
McCrae, R. R., & Costa, P. T., Jr. (2008). The five-factor theory of personality. In John, O. P., Robins, R. W., & Pervin, L. A. (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 159–181). New York: The Guilford Press.Google Scholar
McGrew, K. S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In Flanagan, D. P. & Harrison, P. L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 136–181). New York: The Guilford Press.Google Scholar
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 1–10.CrossRefGoogle Scholar
McKnight, P. E., & Kashdan, T. B. (2009). Purpose in life as a system that creates and sustains health and well-being: An integrative, testable theory. Review of General Psychology, 13, 242–251.CrossRefGoogle Scholar
McLean, K. C. & Syed, M. (Eds.) (2015). The Oxford handbook of identity development. New York: Oxford University Press.CrossRefGoogle Scholar
McPherson, B. D. (1980). Retirement from professional sport: The process and problems of occupational and psychological adjustment. Sociological Symposium, 30, 126–143.Google Scholar
Mead, G. H. (1964). Selected writings (Reck, A. J. Ed.). Chicago: University of Chicago Press.Google Scholar
Mercer, J. R., Gomez-Palacio, M., & Padilla, E. (1986). The development of practical intelligence in cross-cultural perspective. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in everyday life (pp. 380–395). New York: Cambridge University Press.Google Scholar
Michel, W. (1970). Towards a cognitive learning reconceptualisation of personality. Psychological Review, 80, 252–283.CrossRefGoogle Scholar
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. London: Sage Publications.Google Scholar
Miller, A. (1979). The drama of the gifted child: The search for the true self. New York: Basic Books.Google Scholar
Miller, D. C., & Form, W. H. (1951). Industrial sociology. New York: Harper & Bros.Google Scholar
Miller, G. A., Galanter, E., & Pribam, K. H. (1960). Plans and the structure of behavior. New York: Holt, Rinehart & Winston.CrossRefGoogle Scholar
Minsky, M. (1975). A framework for representing knowledge. In Winston, P. H. (Ed.), The psychology of computer vision (pp. 211–277). New-York: McGraw-Hill.Google Scholar
Mintzberg, H. (1987). Crafting strategy. Harvard Business Review, 65, 66–75.Google Scholar
Mintzberg, H., Raisinhani, D., & Theoret, A. (1976). The structure of “unstructured” decision processes. Administration Science Quarterly, 21, 246–275.CrossRefGoogle Scholar
Moss, F. A. (1931). Preliminary report of a study of social intelligence and executive ability. Public Personnel Studies, 9, 2–9.Google Scholar
Moss, F. A., Hunt, T., Omwake, K. T., & Woodward, L. G. (1955). Manual for George Washington University series social intelligence test. Washington, DC: Center for Psychological Services.Google Scholar
Mossholder, K. W. (1980). Effects of externally mediated goal setting on intrinsic motivation: A laboratory experiment. Journal of Applied Psychology, 65, 202–210.CrossRefGoogle Scholar
Motti-Stefanidi, F. (2015). Identity development in the context of the risk and resilience framework. In McLean, K. C. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 472–489). New York: Oxford University Press.Google Scholar
Mruk, C. (2006). Self-esteem research, theory, and practice: Toward a positive psychology of self-esteem (3rd ed.). New York: Springer.Google Scholar
Murray, H. A. (1938). Explorations in personality. New York: Oxford Universities Press.Google Scholar
Murray, H. A. (1943). Thematic Apperception Test Manual. Cambridge, MA: Harvard University Press.Google Scholar
Myers, I. B., & Myers, P. B. (1980/1995). Gifts differing: Understanding personality type. Mountain View, CA: Davies-Black Publishing.Google Scholar
Neisser, U. (1976). Cognition and reality. Principles and implications of cognitive psychology. San Francisco: Freeman & Company.Google Scholar
Nelson, T. O., Gerler, D., & Narens, L. (1984). Accuracy of feeling-of-knowing judgements for predicting perceptual identification and relearning. Journal of Experimental Psychology: General, 113, 282–300.CrossRefGoogle Scholar
Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the “labor-in-vain effect.” Journal of Experimental Psychology. Learning, Memory, and Cognition, 14, 676–686.CrossRefGoogle ScholarPubMed
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In Bower, G. H. (Ed.), Psychology of Learning and Motivation (Vol. 26, pp. 125–173). Cambridge, MA: Academic Press.Google Scholar
Neugarten, B. L. (1976). Adaptation and the life cycle. Counselling Psychologist, 6, 16–20.CrossRefGoogle Scholar
Newell, A., Shaw, J. C., & Simon, H. A. (1962). The process of creative thinking. In Gruber, H. E., Terrell, G., & Wertheimer, M. (Eds.), Contemporary approaches to creative thinking (Vol. 3, pp. 63–119). New York: Atherton Press.Google Scholar
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Nicholson, N. (1984). A theory of work role transitions. Administrative Science Quarterly, 29, 172–191.CrossRefGoogle Scholar
Norman, G. R., Eva, K., Brooks, L. R., & Hamstra, S. (2006). Expertise in medicine and surgery. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.), Cambridge handbook of expertise and expert performance (pp. 339–354). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Norton, D. L. (1976). Personal destinies: A philosophy of ethical individualism. Princeton: Princeton University Press.Google Scholar
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1–13.CrossRefGoogle Scholar
O’Sullivan, M., Guilford, J. P., & DeMille, R. (1965). The measurement of social intelligence. In Psychological Laboratory Report No. 34 (Vol. No. 434). Los Angeles: University of Southern California.Google Scholar
Openheimer, J. R. (1956). Analogy in science. American Psychologist, 11, 27–135.CrossRefGoogle Scholar
Osborn, A. F. (1963). Applied imagination: Principles and procedures of creative problem solving. New York: Charles Scribner’s Sons.Google Scholar
Osipow, S. H. (1983). Theories of career development (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Oyserman, D., Elmore, K., & Smith, G. (2014). Self, self-concept and identity. In Leary, M. R. & Tangney, J. P. (Eds.), Handbook of self and identity (2nd ed., pp. 69–104). New York: The Guilford Press.Google Scholar
Pals, J. L. (2006). Narrative identity processing of difficult life experiences: Pathways of personality development and positive self-transformation in adulthood. Journal of Personality, 74, 1079–1109.CrossRefGoogle ScholarPubMed
Patel, V. L., & Groen, G. J. (1991). The general and specific nature of medical expertise: A critical look. In Ericsson, K. A. & Smith, J. (Eds.), Studies of expertise: Prospects and limits (pp. 93–125). Cambridge: Cambridge University Press.Google Scholar
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). London: Sage.Google Scholar
Pellegrino, J. W., & Glaser, R. (1979). Cognitive correlates and components in the analysis of individual differences. Intelligence, 3, 187–214.CrossRefGoogle Scholar
Petitpas, A. J. (1978). Identity foreclosure: A unique challenge. Personnel and Guidance Journal, 56, 558–561.CrossRefGoogle Scholar
Phares, E. J. (1957). Expectancy changes in skill and chance situations. The Journal of Abnormal and Social Psychology, 54, 339–342.CrossRefGoogle ScholarPubMed
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.CrossRefGoogle Scholar
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.CrossRefGoogle Scholar
Polanyi, M. (1966). The tacit dimension. Chicago: University of Chicago Press.Google Scholar
Pollock, G. H. (1987). The mourning-liberation process: Ideas on the inner life of the older adult. In Sadavoy, J. & Leszcz, M. (Eds.), Treating the elderly with psychotherapy: The scope for change in later life (pp. 3–29). Madison, CT: International Universities.Google Scholar
Polya, G. (1965). Mathematics and plausible reasoning: Induction and analogy in mathematics (Vol.1). Princeton, NJ: Princeton University Press.Google Scholar
Priest, H. (2019). Biased: 50 Powerful cognitive biases that impair our judgement. Henry Priest.Google Scholar
Ragins, B. R., & Kram, K. E. (Eds.). (2007). The handbook of mentoring at work: Theory, research, and practice. London: Sage Publications.Google Scholar
Rapaport, D. (1958). A historical survey of psychoanalytic ego psychology. Bulletin of Philadelphia Association for Psychoanalysis, 8, 105–120.Google Scholar
Raynor, J. O. (1970). Relationships between achievement-related motives, future orientation, and academic performance. Journal of Personality and Social Psychology, 15, 28–33.CrossRefGoogle Scholar
Raynor, J. O. (1974a). Future orientation in the study of achievement motivation. In Atkinson, J. W. & Raynor, J. O. (Eds.), Motivation and achievement (pp. 121–154). Washington, DC: Winston.Google Scholar
Raynor, J. O. (1974b). Motivation and career striving. In Atkinson, J. W. & Raynor, J. O. (Eds.), Motivation and achievement (pp. 369–387). Washington, DC: Winston.Google Scholar
Reker, G. T., & Wong, P. T. P. (1988). Aging as an individual process: Toward a theory of personal meaning. In Birren, J. E. & Bengston, V. L. (Eds.), Emergent theories of aging (pp. 214–246). New York: Springer.Google Scholar
Rhianon, A., Reber, A. S., & Reber, E. (2009). Penguin dictionary of psychology. London: Penguin.Google Scholar
Richman, H. B., Gobet, F., Staszewski, J. J., & Simon, H. A. (1996). Perceptual and memory processes in the acquisition of expert performance: The EPAM model. In Ericsson, K. A. (Ed.), The road to excellence (pp. 167–187). Mahwah, NJ: Erlbaum.Google Scholar
Ricoeur, P. (1984). Time and narrative. Chicago: University of Chicago Press.Google Scholar
Roberts, K., Dowell, A., & Nie, J.-B. (2019). Attempting rigour and replicability in thematic analysis of qualitative research data: A case study of codebook development. BMC Medical Research Methodology, 19. https://doi.org/10.1186/s12874-019-0707-yCrossRefGoogle Scholar
Roe, A. (1952). The making of a scientist. New York: Dodd, Mead & Co.Google Scholar
Rogers, C. R. (1961). On becoming a person. A therapist’s view of psychotherapy. Boston: Houghton Mifflin.Google Scholar
Roid, G. H., & Barram, R. A. (2004). Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment. Hoboken, NJ: Wiley.Google Scholar
Rooke, D., & Torbert, W. R. (2005). 7 transformations of leadership. Harvard Business Review, 83, 66–76, 133.Google ScholarPubMed
Rosenberg, E. (1981). Gerontological theory and athletic retirement. In Greendorfer, S. L. & Yiannakis, A. (Eds.), Sociology of sport: Diverse perspectives (pp. 119–126). West Point, NY: Leisure Press.Google Scholar
Rosenthal, R., Hall, J. A., DiMatteo, M. R., Rogers, P. L., & Archer, D. (1979). Sensitivity to nonverbal communications: The PONS test. Baltimore: Johns Hopkins University.Google Scholar
Ross, R. G., & Van den Haag, E. (1957). The fabric of society. New York: Harcourt & Brace.Google Scholar
Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NJ: Prentice-Hall.CrossRefGoogle Scholar
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80, 1–28.CrossRefGoogle ScholarPubMed
Rounds, J. B., Dawis, R. V., & Lofquist, L. L. (1987). Measurement of person-environment fit and prediction of satisfaction in the theory of work adjustment. Journal of Vocational Behavior, 31, 297–318.CrossRefGoogle Scholar
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In Spiro, R., Bruce, B., & Brewer, W. (Eds.), Theoretical issues in reading comprehension (pp. 33–58). Hillsdale, NJ: Erlbaum.Google Scholar
Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning and restructuring: Three modes of learning. In Cotton, J. W. & Klatzky, R. L. (Eds.), Semantic factors in cognition (pp. 37–53). Hillsdale, NJ: Erlbaum.Google Scholar
Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), Schooling and the acquisition of knowledge (pp. 99–135). Hillsdale, NJ: Erlbaum.Google Scholar
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.CrossRefGoogle Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.CrossRefGoogle ScholarPubMed
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 3–36). Rochester, NY: University of Rochester Press.Google Scholar
Ryan, R. M., & Deci, E. L. (2012). Multiple identities within a single self: A self-determination theory perspective on internalization within contexts and cultures. In Leary, M. R. & Tangney, J. P. (Eds.), Handbook of self and identity (2nd ed.) (pp. 225–246). New York: The Guilford Press.Google Scholar
Ryff, C. D., & Singer, B. (1998). The contours of positive human health. Psychological Inquiry, 9, 1–28.CrossRefGoogle Scholar
Sackett, P. R., Zhang, C., Berry, C. M., & Lievens, F. (2022). Revisiting meta-analytic estimates of validity in personnel selection: Addressing systematic overcorrection for restriction of range. Journal of Applied Psychology, 107, 2040–2068.CrossRefGoogle ScholarPubMed
Sala, G., Aksayli, N. D., Tatlidil, K. S., Tatsumi, T., Gondo, Y., & Gobet, F. (2019). Near and far transfer in cognitive training: A second-order meta-analysis. Collabra: Psychology, 5, 18.CrossRefGoogle Scholar
Sala, G., & Gobet, F. (2019). Cognitive training does not enhance general cognition. Trends in Cognitive Sciences, 23, 9–20.CrossRefGoogle Scholar
Salthouse, T. A. (1991). Expertise as the circumvention of human processing limitations. In Ericsson, K. A. & Smith, J. (Eds.), Studies of expertise: Prospects and limits (pp. 286–300). Cambridge: Cambridge University Press.Google Scholar
Schachter, E. P. (2015). Integrating “internal,” “interactional,” and “external” perspectives: Identity process as the formulation of accountable claims regarding selves. In McLean, K. C. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 228–245). New York: Oxford University Press.Google Scholar
Schein, E. H. (1971). The individual, the organization, and the career: A conceptual scheme. Journal of Applied Behavioral Science, 7, 401–426.CrossRefGoogle Scholar
Schein, E. H. (1978). Career dynamics: Matching individual and organization needs. Reading, MA: Addison-Wesley.Google Scholar
Schein, E. H. (1990). Career anchors: Discovering your real values. San Diego, CA: University Associates.Google Scholar
Schein, E. H. (1992). Organizational leadership and corporate culture. San Francisco, CA: Jossey-Bass Inc.Google Scholar
Schein, P., & Schein, E. (2010). Organizational culture and leadership (4th ed.). Hoboken, NJ: Jossey & Bass.Google Scholar
Schlegel, R., Hirsch, K., & Smith, C. (2013). The importance of who you really are: The role of the true self in eudaimonia. In Waterman, A. S. (Ed.), The best within us: Positive psychology perspectives on eudaimonia (pp. 207–225). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.CrossRefGoogle Scholar
Schneider, W. J., & McGrew, K. S. (2019). The Cattell–Horn–Carroll theory of cognitive abilities. In Flanagan, D. P. & McDonough, E. M. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed., pp. 73–163). New York: Guilford Press.Google Scholar
Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 85, 406–411.CrossRefGoogle Scholar
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford.Google Scholar
Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.). (2011). Handbook of identity theory and research. New York: Springer.CrossRefGoogle Scholar
Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 13–30). New York: Cambridge University Press.Google Scholar
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.Google Scholar
Shah, J. Y., & Kruglanski, A. W. (2000). Aspects of goal networks: Implications for self-regulation. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 85–110). London: Elsevier.CrossRefGoogle Scholar
Shanley, L. A., Walker, R. E., & Foley, J. M. (1971). Social intelligence: A concept in search of data. Psychological Reports, 29, 1123–1132.CrossRefGoogle Scholar
Shapira, Z. (1976). Expectancy determinants of intrinsically motivated behavior. Journal of Personality and Social Psychology, 34, 1235–1244.CrossRefGoogle Scholar
Sheldon, K. M. (2002). The self-concordance model of healthy goal striving: When personal goals correctly represent the person. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 65–86). Rochester, NY: University of Rochester Press.Google Scholar
Shimamura, A. P., & Squire, L. R. (1986). Memory and metamemory: A study of the feeling-of-knowing phenomenon in amnesia patients. Journal of Experimental Psychology: General, 113, 556–570.CrossRefGoogle Scholar
Simon, H. A., & Chase, W. G. (1973). Skill in chess. American Scientist, 61, 393–403.Google Scholar
Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In Sinnott, J. D. (Ed.), Everyday problem solving: Theory and applications (pp. 72–99). New York: Praeger.Google Scholar
Smith, C. P., Atkinson, J. W., McClelland, D. C., & Veroff, J. (1992). Motivation and personality: Handbook of thematic content analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Snyder, M. (1974). Self-monitoring of expressive behaviour. Journal of Personality and Social Psychology, 30, 526–537.CrossRefGoogle Scholar
Sosniak, L. A. (2006). Retrospective interviews in the study of expertise and expert performance. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.), Cambridge handbook of expertise and expert performance (pp. 287–302). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Spearman, C. (1923). The nature of intelligence and the principles of cognition. London: Macmillan.Google Scholar
Spearman, C. (1927). The abilities of man. London: Macmillan.Google Scholar
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Patel, V. L. & Groen, G. J. (Eds.), Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 375–383). Hillsdale, NJ: Erlbaum.Google Scholar
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In Vosniadou, S. & Ortony, A. (Eds.), Similarity and analogical reasoning (pp. 498–531). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Spiro, R. J., Vispoel, W., Schmitz, J., Samarapungavan, A., & Boerger, S. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In Britton, B. C. (Ed.), Executive control processes (pp. 177–199). Hillsdale, NJ: Erlbaum.Google Scholar
Spokane, A. R. (1985). A review of research on person-environment congruence in Holland’s theory of careers. Journal of Occupational Behavior, 26, 306–343.Google Scholar
Staff, T., Gobet, F., & Parton, A. (2019). Investigating the period of practice needed to acquire expertise in Great Britain 2012 track and field Olympic athletes. Journal of Expertise, 2, 148–163.Google Scholar
Starkes, J. L., & Ericsson, K. A. (Eds.). (2003). Expert performance in sports. Champaign, IL: Human Kinetics.CrossRefGoogle Scholar
Staudinger, U. M., & Baltes, P. B. (1994). Psychology of wisdom. In Sternberg, R. J. (Ed.), Encyclopaedia of intelligence (pp. 143–152). New York: Macmillan.Google Scholar
Ste-Marie, D. (2003). Expertise in sport judges and referees: Circumventing information-processing limitations. In Starkes, J. L. & Ericsson, K. A. (Eds.), Expert performance in sports: Advances in research on sport expertise (pp. 169–190). Champaign, IL: Human Kinetics.Google Scholar
Steger, M. F., Shin, J. Y., Shim, Y., & Fitch-Martin, A. (2013). Is meaning in life a flagship indicator of well-being? In Waterman, A. (Ed.), The best within us (pp. 159–182). Washington: American Psychological Association.Google Scholar
Sternberg, R. J. (1977). Intelligence, information processing and analogic reasoning: The componential analysis of human abilities. Hillsdale, NJ: Erlbaum.Google Scholar
Sternberg, R. J. (1981). Intelligence and nonentrenchment. Journal of Educational Psychology, 73, 1–16.CrossRefGoogle Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: CUP.Google Scholar
Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking.Google Scholar
Sternberg, R. J. (1996a). Costs of expertise. In Ericsson, K. A. (Ed.), The road to excellence (pp. 347–354). Mahwah, NJ: Erlbaum.Google Scholar
Sternberg, R. J. (1996b). Successful intelligence. New York: Plume.Google Scholar
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York: Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., … Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York: Cambridge University Press.Google Scholar
Sternberg, R. J., & Frensch, P. A. (1992). On being an expert: A cost-benefit analysis. In Hoffman, R. R. (Ed.), The psychology of expertise: Cognitive research and empirical AI (pp. 191–203). New York: Springer-Verlag.CrossRefGoogle Scholar
Sternberg, R. J., & Horvath, J. A. (1999). Tacit knowledge in professional practice. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Sternberg, R. J., & Smith, C. (1985). Social intelligence and decoding skills in nonverbal communication. Social Cognition, 3, 168–192.CrossRefGoogle Scholar
Sternberg, R. J., & Wagner, R. K. (1986). Practical Intelligence: Nature and origin of competence in the everyday world. New York: Cambridge University Press.Google Scholar
Strauss, A. (1959). Mirrors and masks: The search for identity. Glencoe, IL: The Free Press.Google Scholar
Streufert, S., & Streufert, S. C. (1978). Behavior in the complex environment. Washington, DC: Winston.Google Scholar
Super, D. E. (1957). The psychology of careers. New York: Harper & Row.Google Scholar
Super, D. E. (1963). Career development: Self-concept theory. New York: CEEB.Google Scholar
Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16, 282–298.CrossRefGoogle Scholar
Taylor, C. (1989). Sources of the self: The making of the modern identity. Cambridge, MA: Harvard University Press.Google Scholar
Taylor, J., & Ogilvie, B. C. (1994). A conceptual model of adaptation to retirement among athletes. Journal of Applied Sport Psychology, 6, 1–20.CrossRefGoogle Scholar
Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, 9, 374–382.Google Scholar
Thorndike, R. L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227–235.Google Scholar
Thurstone, L. L. (1938). Primary mental abilities. Psychometric Monographs, 1, ix + 121.Google Scholar
Thurstone, L. L. (1947). Multiple-factor analysis: A development and expansion of “The Vectors of the Mind.” Chicago, IL: University of Chicago Press.Google Scholar
Tiedeman, D. V., & O’Hara, R. P. (1963). Career development: Choice and adjustment. New York: College Entrance Examination Board.Google Scholar
Torbert, B. (2004). Action inquiry: The secret of timely and transformational leadership. San Francisco, CA: Berrett Koehler.Google Scholar
Tulving, E. (1972). Episodic and semantic memory. In Tulving, E. & Donaldson, W. (Eds.), Organization of memory (pp. 381–403). New York: Academic Press.Google Scholar
Tulving, E., & Donaldson, W. (Eds.). (1972). Organization of memory. New-York: Academic Press.Google Scholar
Tulving, E., & Osler, S. (1968). Effectiveness of retrieval cues in memory for words. Journal of Experimental Psychology, 77, 593–601.CrossRefGoogle ScholarPubMed
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 332–373.CrossRefGoogle Scholar
Vallerand, R. J., & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport Psychology, 6, 94–102.CrossRefGoogle Scholar
Valliant, G. (1977). Adaptation to life. Boston: Little Brown.Google Scholar
Van Gennep, A. (1909/1960). The rites of passage (M. B. Vizedomand & G. L. Caffee, Trans.). Chicago: University of Chicago Press.Google Scholar
Van Maanen, J. E. (1973). Observations on the making of policemen. Human Organization, 32, 407–418.CrossRefGoogle Scholar
Van Maanen, J. E., & Schein, E. H. (1977). Toward a theory of organizational socialization. Working papers 960-77. Massachusetts Institute of Technology (MIT), Sloan School of Management.Google Scholar
Vernon, P. E. (1950). The structure of human abilities. New York: Wiley.Google Scholar
Vickers, J. (2010). The problem of induction. In Zalta, Edward N. (Ed.), Stanford Encyclopaedia of Philosophy. Palo Alto, CA: Stanford University Press.Google Scholar
Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of identity theory and research (pp. 1–27). New York: Springer.Google Scholar
Voss, J. F., Greene, T. R., Post, T. A., & Penner, B. C. (1983). Problem solving skill in the social sciences. In Bower, G. (Ed.), The psychology of learning and motivation (Vol. 17, pp. 165–213). New York: Academic press.Google Scholar
Voss, J. F., Tyler, S., & Yengo, L. (1983). Individual differences in the solving of social science problems. In Dillon, R. & Schmeck, R. (Eds.), Individual differences in cognition (pp. 206–232). New York: Academic Press.Google Scholar
Vroom, V. H. (1964). Work and motivation. Hoboken, NJ: Wiley.Google Scholar
Vroom, V. H. (1966). Organizational choice: A study of pre- and post-decision processes. Organizational Behavior and Human Performance, 1, 212–215.CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real world pursuits: The role of tacit knowledge. Journal of Personality & social Psychology, 49, 437–458.CrossRefGoogle Scholar
Walton, G. M., Paunesku, D., & Dweck, C. S. (2012). Expandable selves. In Leary, M. R. & Tangney, J. P. (Eds.), Handbook of self and identity (pp. 141–154). New York: The Guilford Press.Google Scholar
Wanous, J. P. (1980). Organizational entry. Reading, MA: Addison-Wesley.Google Scholar
Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678–691.CrossRefGoogle Scholar
Waterman, A. S. (2015). Identity as internal processes: How the “I” comes to define the “Me.” In McLean, K. C. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 195–209). New York: Oxford University Press.Google Scholar
Watson, J. B. (1925). Behaviorism. New York: W.W. Norton & Company, Inc.Google Scholar
Wechsler, D. (1958). The measurement and appraisal of adult intelligence (4th ed.). Baltimore: Williams & Wilkins.Google Scholar
Wechsler, D. (1997). Wechsler Adult Intelligence Scale-Third Edition: Technical Manual. San Antonio, TX: The Psychological Corporation.Google Scholar
Weiner, B. (1980). Human motivation. New York: Holt, Reinhart and Winston.Google Scholar
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.CrossRefGoogle Scholar
Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1–20.CrossRefGoogle Scholar
Werthner, P., & Orlick, T. (1986). Retirement experiences of successful Olympic athletes. International Journal of Sport Psychology, 17, 337–363.Google Scholar
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.CrossRefGoogle ScholarPubMed
Wicklund, R. A., & Gollwitzer, P. M. (1982). Symbolic self-completion. Hillsdale, NJ: Erlbaum.Google Scholar
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory in motivation. Contemporary Educational Psychology, 25, 68–81.CrossRefGoogle ScholarPubMed
Wilding, J., & Valentine, E. (1994). Mnemonic wizardry and the telephone directory: But stories are another story. British Journal of Psychology, 85, 501–509.CrossRefGoogle Scholar
Wiley, J. (1998). Expertise as mental set: The effects of domain knowledge in creative problem solving. Memory and Cognition, 26, 716–730.CrossRefGoogle ScholarPubMed
Williams, A. M., & Hodges, N. J. (2004). Skill acquisition in sport: Research, theory and practice. London: Routledge.CrossRefGoogle Scholar
Wilson, R. C., Guilford, J. P., Christensen, P. R., & Lewis, D. J. (1954). A factor-analytic study of creative-thinking abilities. Psychometrika, 19, 297–311.CrossRefGoogle Scholar
Winnicott, D. W. (1965). Ego distortion in terms of true and false self. In Winnicott, D. W. (Ed.), The maturational process and the facilitating environment (pp. 140–152). Madison, CT: International Universities Press.Google Scholar
Wong, C.-M. T., Day, J. D., Maxwell, S. E., & Meara, N. M. (1995). A multitrait-multimethod study of academic and social intelligence in college students. Journal of Educational Psychology, 87, 117–133.CrossRefGoogle Scholar
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson tests of Cognitive Ability-Revised. Ithaca, IL: Riverside.Google Scholar
Woods, D. D., Johannese, L. J., Cook, R. I., & Sarter, N. B. (1994). Behind human error: Cognitive systems, computers and hindsight. Wright-Patterson Air Force Base, OH: CSE-RIAC.Google Scholar
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459–482.CrossRefGoogle Scholar
Young, B. W., & Salmela, J. H. (1998). Athletes’ perceptions of deliberate practice in Canadian middle distance running. Journal of Applied Sport Psychology, 10 (Suppl.), S89–S90.Google Scholar
Zeitz, C. M. (1997). Advantages of abstraction. In Feltovich, P. J., Ford, K. M., & Hoffman, R. R. (Eds.), Expertise in context (pp. 43–65). Cambridge, MA: MIT Press.Google Scholar
Zimmerman, B. J. (1995). Self-efficacy and educational development. In Bandura, A. (Ed.), Self-efficacy in changing societies (pp. 202–231). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 13–39). London: Elsevier.CrossRefGoogle Scholar
Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. (Eds.), Cambridge handbook of expertise and expert performance (pp. 705–722). New York: Cambridge University.CrossRefGoogle Scholar
Zuckerman, H. (1977). Scientific elite: Nobel Laureates in the United States. New York: Free Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×