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Cited by

• 1985Do grades and tests predict adult accomplishment?101 cited
• 1981Genes for super-intelligence?95 cited
• 2000A theory of intelligence as processing: Implications for society.85 cited
• 1987Rampant Problems and Promising Practices in the Identification of Disadvantaged Gifted Students82 cited
• 1981Validity, vaudeville, and values: A short history of social concerns over standardized testing.76 cited
• 1992The Development of Interactive-Dynamic Approaches to Assessment of Learning Potential61 cited
• 2009Essential Tensions Surrounding the Concept of Giftedness49 cited
• 1984Testing Reasoning and Reasoning About Testing47 cited
• 2003Rising verbal intelligence scores: Implications for research and clinical practice.39 cited
• 2019Rethinking natural kinds, reference and truth: towards more correspondence with reality, not less25 cited
• 2001John Dewey’s social psychology and neopragmatism: theoretical foundations of human agency and social reconstruction25 cited
• 1997Dynamic Assessment and its Potential for Educational Psychologists23 cited
• 2021Considerations for Evaluating 'Good Care' in Canadian Aboriginal Early Childhood Settings21 cited
• 2005Heritability and Genetic Causation