حسن پاشا (1382). نظريه و کاربرد آزمون هاي هوش و شخصيت, تهران: انتشارات سخن.
7- عبدي، علي. (1389).مقايسه اثربخشي راهبرد تدريس مبتني بر هوش چندگانه و روش متداول بر پيشرفت تحصيلي و نگرش در درس علوم دانش‌آموزان دختر پايه پنجم نواحي سه گانه شهرکرمانشاه. سال تحصيلي 89/1388. پايان نامه کارشناسي ارشد. دانشگاه علامه طباطبايي.
8- فنا خسرو، محبوبه. (1385). مقايسه تأثير آموزش مبتني بر هوشهاي چندگانه و آموزش به روش سخنراني بر ميزان يادگيري، يادداري و انگيزش پيشرفت تحصيلي در درس رياضي دانش‌آموزان دختر پايه اول دبيرستان منطقة يك شهر تهران. سال تحصيلي86/1385. پايان نامه ي کارشناسي ارشد. دانشگاه علامه طباطبايي.
9-گلمن، دانيل(1379). هوش عاطفي. ترجمه حميدرضا بلوچ. تهران: نشر جيحون.
10- مارنات، گري گراث (1384). راهنماي سنجش رواني. جلد اول. ترجمه حسن پاشا شريفي و محمد رضا نيکخو. تهران،: انتشارات سخن، تاريخ نشر اثر به زبان اصلي2003.
11- هيأت مؤلفان (1386). روان‏شناسي عمومي. تهران: دانشگاه پيام نور، چاپ اول .

منابع انگليسي
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پيوست ها

پرسش نامه پس آزمون پيشرفت تحصيلي

الف)طبقه دانش
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مخالفم
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1-لانه، محلي براي زندگي، و مراقبت از فرزند چرخ ريسک مي باشد.
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مخالفم
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2-سه حالت ماده ( جامد ، مايع ، حجم ) نام دارد.
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مخالفم
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3-مصرف شير براي سلامتي دندان ها و استخوان ها بسيار لازم است.
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مخالفم
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4- تمام چيزهاي اطراف ما، ماده هستند .
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5- دندان‌هاي شيري، همان دندان‌هاي هميشگي ما است.
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مخالفم
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6- هدف مورچه از لانه سازي مي تواند انبار کردن غذا باشد .
ب)طبقه فهميدن
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7- خوردن خوراکي‌هاي زير براي سلامتي بدن مضر است
( ميوه جات، سبزيجات، پروتئين ها )
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8- دوره‌ي نوزادي کرم ابريشم را مي توان اين‌گونه مرتب کرد :
1-مرحله تخم 2- نوزاد کرمي 3- شفير( پيله)
4-پروانه

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9- خوراکي‌هاي در جشن را اين گونه دسته بندي کردم :
1-آب مايع
2- شربت مايع

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