AlfonsoV.C., FlanaganD.P., & RadwanS. (2005). The impact of the Cattell-Horn-Carroll theory on test development and interpretation of cognitive and academic abilities. In D.P.Flanagan & P.L.Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed., pp. 185–202). New York: Guilford Press.
2.
CarrollJ.B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
3.
CarrollJ.B. (2003). The higher stratum structure of cognitive abilities: Current evidence supports g and about ten broad factors. In H.Nybord (Ed.), The scientific study of general intelligence: Tribute to Arthur R. Jensen. New York: Pergamon.
4.
FloydR.G., BergeronR., McCormackA.C., AndersonJ.L., & Hargrove-OwensG.L. (2005). Are Cattell-Horn-Carroll Broad Ability Composite Scores exchangeable across batteries?School Psychology Review, 34, 329–357.
5.
HornJ.L. (1991). Measurement of intellectual capabilities: A review of theory. In K.S.McGrew, J.K.Werder, & R.W.Woordcock (Eds.), Woodcock-Johnson technical manual (pp. 197–232). Chicago: Riverside.
6.
HornJ.L., & BlanksonN. (2005). Foundations for better understanding of cognitive abilities. In D.P.Flanagan & P.L.Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 41–68). New York: Guilford.
7.
KamphausR.W. (2001). Clinical assessment of child and adolescent intelligence (2nd ed.). New York: Springer.
8.
KamphausR.W., WinsorA.P., RoweE.W., & KimS. (2005). A history of intelligence test interpretation. In D.P.Flanagan & P.L.Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed., pp. 23–38). New York: Guilford Press.
9.
McGrewK.S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In D.Flanagan, & Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 136–202). New York: Guilford Press.
10.
Mullins-SweattS.N., BernsteinD.P., & WidigerT.A. (2012). Retention or deletion of personality disorder diagnoses for DSM-5: An expert consensus approach. Journal of Personality Disorders, 26, 689–688.
11.
SattlerJ.M. (2001). Assessment of children: Cognitive applications (4th edn). San Diego, CA: Jerome M. Sattler Inc.
12.
SkodolA.E. (2010). Rationale for proposing five specific personality disorder types. Retrieved from http://www.dsm5.org
13.
SchmeckK., Schlüter-MüllerS., FoelschP.A., & DoeringS. (2013). The role of identity in the DSM-5 classification of personality disorders. Child and Adolescent Psychiatry and Mental Health, 7, 27. doi:10.1186/1753-2000-7-27
14.
Sonuga-BarkeE. (2014). Editorial: Building global science capacity in child psychology and psychiatry — Between the etic and emic of cross-cultural enquiry. Journal of Child Psychology and Psychiatry, 55, 301–303.