Publications

Mammadov, S., & Hertzog, N. B. (2021). Continuity and change of achievement goals in advanced learning context. Learning and Individual Differences (92) https://doi.org/10.1016/j.lindif.2021.102086

Mammadov, S., & Hertzog, N. B. (2021). Changes in students’ achievement goals in advanced learning environment: a multivariate multilevel model. Educational Psychology, DOI: 10.1080/01443410.2021.1975654

Hertzog, N. B., Lamb, K. N., & Mammadov, S. (2021). Parent perspectives on sending their children to college early. Journal of Advanced Academics. https://doi.org/10.1177/1932202X211007088

Grubbs, K. & Hertzog, N. B. (2019). A gift that is hard to accept. Roeper Review, 41:3, 214-216. DOI: 10.1080/02783193.2019.1622071.

Mun, R. U., & Hertzog, N. B. (2019). The influence of parental and self-expectations on high-achieving Asian American women. Gifted Child Quarterly, 63(2), 120-140.

Grubbs, K. (2018). Identity, Purpose, and Happiness. Parenting for High Potential, 7(2), 18-21.

Hertzog, N. B. (2018). Giftedness is not a number. Research That Matters. (Ed. D. Wunderlich). Seattle, WA: College of Education, University of Washington. 32-33.

Mammadov, S. Hertzog, N.B. & Mun, R. R. (2018). An examination of self-determination theory within alumni of an early college entrance program. Journal for the Education of the Gifted,41, 273-291.

Mun, R. U., & Hertzog, N. B. (2018). Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically. Roeper Review, 40(2), 121-129.

Hertzog, N. B. (2017). Designing the learning context in school for talent development. Gifted Child Quarterly. 61(3), 219-228.

Chung, R. U., & Hertzog, N. B. (2015). University of Washington Robinson Center for Young Scholars: A review of current research.  Washington Educational Research Association Educational Journal (WEJ), 8(1), 33-36.

Hertzog, N. B. & Chung, R. U. (2015). Outcomes for students on a fast track to college: Early college entrance programs at University of Washington. Roeper Review, 37(1), 39-49.

Akin, C., Chung, R. U., Hertzog, N. B. (2015). Highly Capable Program Handbook.

Chung, R.U., & Hertzog, N.B. (2014, December). Early college entrance: How will my child do?.  Parenting for High Potential, 9, 16-18.

Halvorsen, M., Hertzog, N.B., & Childers, S. A. (2013).University of Washington Transition School: College preparation and teaching for transformation. Gifted Child Today.Vol. 36 (3). Pp187-192.

Noble, K. D. & Childers, S. A. (2009).Swimming in Deep Waters: 20 Years of Research About Early University Entrance at the University of Washington. In L.V. Shavinina (Ed.) The International Handbook on Giftedness. Springer.

Noble, K.D. & Childers, S. A. (2008). A Passion for Learning: The Theory and Practice of Optimal Match at the University of Washington. Journal of Advanced Academics, 19 (2), 236-270.

Noble, K. D., Childers, S.A. & Vaughan, R. C. (2008). A Place to be Celebrated and Understood: The Impact of Early University Entrance From Parents’ Points of View. Gifted Child Quarterly, 52 (3), 256-268.

Noble, K.D., Vaughan, R.C., Chan, C., Childers, S.A., Chow, B., Federow, A., & Hughes, S. (2007). Love and Work: The Legacy of Early University Entrance. Gifted Child Quarterly, 51 (2), 152-166.

Robinson, N. M., Zigler, E., & Gallagher, J. J. (2000). Two Tails of the Normal Curve: Similarities and Differences in the Study of Mental Retardation and Giftedness.

Noble, K.D., Arndt, T., Nicholson, T., Sletten, T., & Zamora, A. (1999). Different Strokes: Perceptions of Social and Emotional Development Among Early College Entrants. Journal of Secondary Gifted Education, 10 (2), 77-84.

Noble, K.D., Subotnik, R. F., & Arnold, K. (1999). To Thine Own Self Be True: A New Model of Female Talent Development.

Olszewski-Kubilius, P. (1998). Early Entrance to College: Students’ Stories. Journal of Secondary Gifted Education. 10 (1), 226-248. Stories from Jennifer Shafer, Daniel Shiovitz, and Arturo Zamora.

Robinson, N. M. & Olszewski-Kubilius, P. (1996).Gifted and Talented Children: Issues for Pediatricians.

Robinson, N. M., Abbott, R. D., Berninger, V. W., & Busse, J. (1996).The Structure of Abilities in Math-Precocious Young Children: Gender Similarities and Differences.

Arnold, K., Noble, K. D., & Subotnik, R. (1996). Remarkable Women: Perspectives on Female Talent Development. Cresskill, NJ: Hampton Press.

Noble, K. D. & Smyth, R. K. (1995). Keeping Their Talents Alive: Young Women’s Assessment of Radical, Post-Secondary Acceleration. Roeper Review, 18 (1), 49-55.

Pletan, M. D., Robinson, N. M., Berninger, V. W., & Abbott, R. D. (1995). Parents’ Observations of Kindergartners Who Are Advanced in Mathematical Reasoning.

Robinson, N. M. (1994). Parents and Professionals as Partners: A Psychologist’s View.

Noble, K. D., Robinson, N. M., & Gunderson, S. A. (1993). All Rivers Lead to the Sea: A Follow-Up Study of Gifted Young Adults. Roeper Review. 15 (3), 124-130.

Robinson, N. M. & Noble, K. D. (1992). Acceleration: Valuable High School to College Options.

Noble, K. D. & Drummond, J. E. (1992).But What About the Prom? Students’ Perceptions of Early College Entrance. Gifted Child Quarterly. 36 (2), 106-111.

Robinson, N. M. & Noble, K. D. (1991).Social-Emotional Development and Adjustment of Gifted Children.

Robinson, N. M., Fung, H. C., & Janos, P. M. (1985). Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel “Different”.

Robinson, N. M., Marwood, K. A. & Janos, P. M. (1985). Friendship Patterns in Highly Intelligent Children.