AdeyP.CsapoB.DemetriouA.HautamakiJ.ShayerM. (2007). Can we be intelligent about intelligence? Why education needs the concept of plastic general ability. Educational Research Review, 2, 75–97.
2.
BaddeleyA. D. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29.
3.
CaseR. (1985). Intellectual development: Birth to adulthood. New York, NY: Academic Press.
4.
ChristoforidesM.SpanoudisG.DemetriouA. (2016). Coping with logical fallacies: A developmental training program for learning to reason. Child Development, 87, 1856–1876.
5.
DemetriouA.ChristouC. (2015). Understanding and facilitating the development of intellect. Educational Practices Series 26. Brussels, Belgium: International Academy of Education and International Bureau of Education.
6.
DemetriouA.MakrisN.KaziS.SpanoudisG.ShayerM. (2018). The developmental trinity of mind: Cognizance, executive control, and reasoning. Wires Cognitive Science, 9(4), Article e1461. doi:10.1002/wcs.1461
7.
DemetriouA.MakrisN.KaziS.SpanoudisG.ShayerM.KazaliE. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61, 4–42. doi:10.1159/000484450
8.
DemetriouA.SpanoudisG. (2018). Growing minds: A developmental theory of intelligence, brain and education. London, England: Routledge.
9.
DemetriouA.SpanoudisG.MouyiA. (2011). Educating the developing mind: Towards an overarching paradigm. Educational Psychology Review, 23, 601–663.
10.
DemetriouA.SpanoudisG.ShayerM.MouyiA.KaziS.PlatsidouM. (2013). Cycles in speed-working memory-G relations: Towards a developmental-differential theory of the mind. Intelligence, 41, 34–50. doi:10.1016/j.intell.2012.10.010
11.
DemetriouA.SpanoudisG.ShayerM.van der VenS.BrydgesC. R.KroesbergenE.. . . SwansonH. L. (2014). Relations between speed, working memory, and intelligence from preschool to adulthood: Structural equation modeling of 15 studies. Intelligence, 46, 107–121.
12.
FukuyamaF. (1993). The end of history and the last man. New York, NY: Penguin Books.
13.
GreiffS.WustenbergS.CsapoB.DemetriouA.HautamakiJ.GraeserA.MartinR. (2014). Domain-general problem solving skills and education in the 21st century. Educational Research Review, 13, 74–83. doi:10.1016/j.edurev.2014.10.002
14.
InhelderB.PiagetJ. (1958). The growth of logical thinking from childhood to adolescence. New York, NY: Basic Books.
15.
JensenA. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
16.
KahnemanD. (2011). Thinking, fast and slow. New York, NY: Penguin Books.
Pascual-LeoneJ. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. Acta Psychologica, 32, 301–345.
19.
Pascual-LeoneJ. (2018). Growing minds have a maturing mental attention: A review of Demetriou & Spanoudis. Intelligence.
20.
Pascual-LeoneJ.JohnsonJ. (2017). Organismic causal models “from within” clarify developmental change and stages. In BudwigN.TurielE.ZelazoP. (Eds.), New perspectives on human development (pp. 67–87). Cambridge, England: Cambridge University Press.
21.
PiagetJ. (1970). Piaget’s theory. In MussenP. H. (Ed.), Carmichael’s handbook of child development (pp. 703–732). New York, NY: Wiley.
22.
ProtzkoJ. (2017). Effects of cognitive training on the structure of intelligence. Psychological Bulletin & Review, 24, 1022–1031. doi:10.3758/s13423-016-1196-1
23.
ShipsteadZ.RedickT. S.EngleR. W. (2012). Is working memory training effective?Psychological Bulletin, 138, 628–654. doi:10.1037/a0027473