User:WeijiBaikeBianji/References to specific pages

This page on specialized citation formats is based on advice from user RexxS in his user page User:RexxS/Cite multiple pages. Thanks to RexxS for the tips. I'm adapting his explanatory text to write my own version here both to make sure that if the other version vanishes, there is still an explanation of this citation template process, and to post examples specific to Wikipedia articles that I have worked on.

One of the problems that RexxS and I have often come across is how to make several in-line citations which refer to different pages of the same book. The method illustrated below is one I learned from him that works very well. It involves three elements:

1. an inline citation within the main article text, which we now prefer to write as a named reference tag;
2. a list of named references, each with an embedded {{harvnb}} template, with all of those templates embedded in a {{reflist}} template, within a "References" or "Notes" or similar section;
3. a book or review article or other suitable reliable secondary source cited within a "Bibliography" or "References" or similar section, using the citation templates {{cite book}}, {{cite journal}}, etc. with the |ref parameter set to the autogenerated anchor that {{harvnb}} creates.

None of this is mandatory, but we have discovered that a little extra effort at the early stage of editing an article makes further editing up to good article quality much easier.

Here's an example, illustrating defined references. It also shows you can use the "|loc" parameter in Harvnb to refer to source locations other than simple pages. Note that it doesn't matter in what order the defined references are contained in the {{Reflist}} template, so you can order them as you choose for ease of finding them again. Note too that you can mix the Harvnb style with normal referencing already inserted into the article by other editors.

I'd be happy to discuss this with you. Is this a good place for that? ~ J. Johnson (JJ) (talk) 22:31, 4 February 2015 (UTC)

Example from an article about psychology

The raw wikitext of the article (taken from the article IQ classification when it was submitted for good article review in 2014) is shown with a colored background:

===IQ classification and genius===

By 1926, Terman began publishing about a longitudinal study of California schoolchildren who were referred for IQ testing by their schoolteachers, called [[Genetic Studies of Genius]], which he conducted for the rest of his life. Catherine M. Cox, a colleague of Terman's, wrote a whole book, ''The Early Mental Traits of 300 Geniuses'', published as volume 2 of ''The Genetic Studies of Genius'' book series, in which she analyzed biographical data about historic geniuses. Although her estimates of childhood IQ scores of historical figures who never took IQ tests have been criticized on methodological grounds,<ref name="PintneronCox" /><ref name="Shurkin1992pp70–71" /><ref name="EysenckonCox" /> Cox's study was thorough in finding out what else matters besides IQ in becoming a genius.<ref name="Cox1926pp215–219" /> By the 1937 second revision of the Stanford-Binet test, Terman no longer used the term "genius" as an IQ classification, nor has any subsequent IQ test.<ref name="TermanMerrill1960p18" /><ref name="Kaufman2009p117" /> In 1939, Wechsler specifically commented that "we are rather hesitant about calling a person a genius on the basis of a single intelligence test score."<ref name="Wechsler1939p45" />

The Terman longitudinal study in California eventually provided historical evidence on how genius is related to IQ scores.<ref name="Eysenck1998pp127–128" /> Many California pupils were recommended for the study by schoolteachers. Two pupils who were tested but rejected for inclusion in the study because of IQ scores too low for the study grew up to be Nobel Prize winners in physics, [[William Shockley]],<ref name="Simonton1999p4" /><ref name="Shurkin2006p13" /> and [[Luis Walter Alvarez]].<ref name="Leslie2000" /><ref name="ParkLubinskiBenbow2010" /> Based on the historical findings of the Terman study and on biographical examples such as [[Richard Feynman]], who had an IQ of 125 and went on to win the Nobel Prize in physics and become widely known as a genius,<ref name="Gleick2011p32" /><ref name="Robinson2011p47" /> the current view of psychologists and other scholars of genius is that a minimum level of IQ, no higher than about IQ 125, is strictly necessary for genius; but that level of IQ is sufficient for development of genius only when combined with the other influences identified by Cox's biographical study: opportunity for talent development along with the characteristics of drive and persistence.<ref name="Jensen1998p577" /><ref name="Eysenck1998p127a" /><ref name="Pickover1998p224" /> Charles Spearman, bearing in mind the influential theory that he originated of conceiving intelligence as made up of a "general factor" as well as "special factors" more specific to particular mental tasks, may have summed up the research the best when he wrote in 1927, "Every normal man, woman, and child is, then, a genius at something, as well as an idiot at something."<ref name="Spearman1927p221" />

==References==

{{reflist|30em|refs=

<ref name="Terman1916p79">{{Harvnb |Terman|1916|page=[http://books.google.com/books?id=26l9AAAAMAAJ&pg=PA79 79]}}</ref>

<ref name="PintneronCox">{{Harvnb |Pintner|1931|pages=356–357 "From a study of these boyhood records, estimates of the probable I.Q.s of these men in childhood have been made. ... It is of course obvious that much error may creep into an experiment of this sort, and the I.Q. assigned to any one individual is merely a rough estimate, depending to some extent upon how much information about his boyhood years has come down to us."}}</ref>

<ref name="Shurkin1992pp70–71">{{Harvnb |Shurkin|1992|pages=70–71 "She, of course, was not measuring IQ; she was measuring the length of biographies in a book. Generally, the more information, the higher the IQ. Subjects were dragged down if there was little information about their early lives."}}</ref>

<ref name="EysenckonCox">{{Harvnb |Eysenck|1995|page=59 "Cox might well have been advised to reject a few of her geniuses for lack of evidence."}} {{Harvnb |Eysenck|1998|page=126 "Cox found that the more was known about a person's youthful accomplishments, that is, what he had done ''before'' he was engaged in doing the things that made him known as a genius, the higher was his IQ ... So she proceeded to make a statistical correction in each case for lack of knowledge; this bumped up the figure considerably for the geniuses about whom little was in fact known. ... I am rather doubtful about the justification for making the correction."}}</ref>

<ref name="Cox1926pp215–219">{{Harvnb |Cox|1926|pages=215–219, 218 (Chapter XIII: Conclusions) "3. That all equally intelligent children do not as adults achieve equal eminence is in part accounted for by our last conclusion: ''youths who achieve eminence are characterized not only by high intellectual traits, but also by persistence of motive and effort, confidence in their abilities, and great strength or force of character.''" (emphasis in original)}}</ref>

<ref name="Kaufman2009p117">{{Harvnb |Kaufman|2009|page=117 "Terman (1916), as I indicated, used ''near genius or genius'' for IQs above 140, but mostly ''very superior'' has been the label of choice" (emphasis in original)}}</ref>

<ref name="Wechsler1939p45">{{Harvnb |Wechsler|1939|page=45}}</ref>

<ref name="Eysenck1998pp127–128">{{Harvnb |Eysenck|1998|pages=127–128 "Terman, who originated those 'Genetic Studies of Genius', as he called them, selected ... children on the basis of their high IQs; the mean was 151 for both sexes. Seventy-seven who were tested with the newly translated and standardized Binet test had IQs of 170 or higher—well at or above the level of Cox's geniuses. What happened to these potential geniuses—did they revolutionize society? ... The answer in brief is that they did very well in terms of achievement, but none reached the Nobel Prize level, let alone that of genius. ... It seems clear that these data powerfully confirm the suspicion that intelligence is not a sufficient trait for truly creative achievement of the highest grade."}}</ref>

<ref name="Simonton1999p4">{{Harvnb |Simonton|1999|page=[http://books.google.com/books?id=LcB2kOXT-68C&pg=PA4 4] "When Terman first used the IQ test to select a sample of child geniuses, he unknowingly excluded a special child whose IQ did not make the grade. Yet a few decades later that talent received the Nobel Prize in physics: William Shockley, the cocreator of the transistor. Ironically, not one of the more than 1,500 children who qualified according to his IQ criterion received so high an honor as adults."}}</ref>

<ref name="Shurkin2006p13">{{Harvnb |Shurkin|2006|page=[http://books.google.com/books?id=cRb_qzEwWWAC&pg=PA13 13] (See also "[http://www.psychologytoday.com/blog/beautiful-minds/200909/the-truth-about-the-termites The Truth About the 'Termites']" (Kaufman, S. B. 2009)}}</ref>

<ref name="Leslie2000">{{Harvnb |Leslie|2000|loc="[http://alumni.stanford.edu/get/page/magazine/article/?article_id=40678 We also know that two children who were tested but ''didn't'' make the cut -- William Shockley and Luis Alvarez -- went on to win the Nobel Prize in Physics. According to Hastorf, none of the Terman kids ever won a Nobel or Pulitzer.]"}}</ref>

<ref name="ParkLubinskiBenbow2010">{{Harvnb |Park|Lubinski|Benbow|2010|loc="[http://www.scientificamerican.com/article.cfm?id=recognizing-spatial-intel There were two young boys, Luis Alvarez and William Shockley, who were among the many who took Terman's tests but missed the cutoff score. Despite their exclusion from a study of young 'geniuses,' both went on to study physics, earn PhDs, and win the Nobel prize.]"}}</ref>

<ref name="Gleick2011p32">{{Harvnb |Gleick|2011|page=[http://books.google.com/books?id=j42RD66g72oC&pg=PT32 32] "Still, his score on the school IQ test was a merely respectable 125."}}</ref>

<ref name="Robinson2011p47">{{Harvnb |Robinson|2011|page=[http://books.google.com/books?id=UFoAiCR58YcC&pg=PA47 47] "After all, the American physicist Richard Feynman is generally considered an almost archetypal late 20th-century genius, not just in the United States but wherever physics is studied. Yet, Feynman's school-measured IQ, reported by him as 125, was not especially high"}}</ref>

<ref name="Jensen1998p577">{{Harvnb |Jensen|1998|page=577 "Besides the traits that Galton thought necessary for 'eminence' (viz., high ability, zeal, and persistence), ''genius'' implies outstanding creativity as well. ... In other words, high ability is a necessary but not sufficient condition for the emergence of socially significant creativity. Genius itself should not be confused with merely high IQ, which is what we generally mean by the term 'gifted'" (emphasis in original)}}</ref>

<ref name="Eysenck1998p127a">{{Harvnb |Eysenck|1998|page=127 "What is obvious is that geniuses have a high degree of intelligence, but not outrageously high—there are many accounts of people in the population with IQs as high who have not achieved anything like the status of genius. Indeed, they may have achieved very little; there are large numbers of Mensa members who are elected on the basis of an IQ test, but whose creative achievements are nil. High achievement seems to be a ''necessary'' qualification for high creativity, but it does not seem to be a ''sufficient'' one." (emphasis in original)}}</ref>

<ref name="Pickover1998p224">Cf. {{Harvnb |Pickover|1998|page=[http://books.google.com/books?id=P0CSxB2aHMcC&pg=PT243 224] (quoting Syed Jan Abas) "High IQ is not genius. A person with a high IQ may or may not be a genius. A genius may or may not have a high IQ."}}</ref>

<ref name="Spearman1927p221">{{Harvnb |Spearman|1927|page=221}}</ref>

}}

==Bibliography==

* {{cite book |title=The Early Mental Traits of 300 Geniuses |last=Cox |first=Catherine M. |date=1926 |publisher=Stanford University Press |location=Stanford (CA) |series=Genetic Studies of Genius Volume 2 |lay-url=http://www.albany.edu/~scifraud/data/sci_fraud_1100.html |lay-date=2 June 2013 |ref=harv}}

* {{cite book |last=Eysenck |first=Hans |title=Genius: The Natural History of Creativity |series=Problems in the Behavioural Sciences No. 12 |location=Cambridge |publisher=Cambridge University Press |isbn=978-0-521-48508-1 |date=1995 |lay-url=http://www.davidsongifted.org/db/Resources_id_14512.aspx |lay-date=31 May 2013 |ref=harv}}

* {{cite book |last=Eysenck |first=Hans |title=Intelligence: A New Look |location=New Brunswick (NJ) |publisher=[[Transaction Publishers]] |isbn=978-0-7658-0707-6 |date=1998 |ref=harv}}

* {{cite book |last=Gleick |first=James |authorlink=James Gleick |title=Genius: The Life and Science of Richard Feynman |publisher=Open Road Media |date=2011 |edition=ebook |isbn=978-1-4532-1043-7 |ref=harv}}

* {{cite book |last1=Hunt |first1=Earl |title=Human Intelligence |publisher=Cambridge University Press |location=Cambridge |isbn=978-0-521-70781-7 |lay-url=http://www.cambridge.org/gb/knowledge/isbn/item2712761/?site_locale=en_GB |lay-date=28 April 2013 |date=2011 |ref=harv}}

* {{cite book |title=The g Factor: The Science of Mental Ability |last=Jensen |first=Arthur R. |authorlink=Arthur Jensen |date=1998 |publisher=Praeger |location=Westport (CT) |isbn=978-0-275-96103-9 |issn=1063-2158 |series=Human Evolution, Behavior, and Intelligence |lay-url=http://www.cogsci.ecs.soton.ac.uk/cgi/psyc/newpsy?10.059 |lay-date=18 July 2010 |ref=harv}}

* {{cite book |title=IQ Testing 101 |last=Kaufman |first=Alan S. |authorlink=Alan S. Kaufman |date=2009 |publisher=Springer Publishing |location=New York |isbn=978-0-8261-0629-2 |pages=151–153 |ref=harv}}

* {{cite journal |title=The Vexing Legacy of Lewis Terman |last=Leslie |first=Mitchell|date=July–August 2000 |journal=Stanford Magazine |url=http://alumni.stanford.edu/get/page/magazine/article/?article_id=40678 |accessdate=5 June 2013 |ref=harv}}

* {{cite book |title=IQ and Human Intelligence |last=Mackintosh |first=N. J. |authorlink=Nicholas Mackintosh |date=2011 |edition=second |publisher=Oxford University Press |location=Oxford |isbn=978-0-19-958559-5 |lccn=2010941708 |url=http://ukcatalogue.oup.com/product/9780199585595.do |accessdate=15 June 2014 |ref=harv}}

* {{cite journal |title=Recognizing Spatial Intelligence |last1=Park |first1=Gregory |last2=Lubinski |first2=David |last3=Benbow |first3=Camilla P. |date=2 November 2010 |journal=Scientific American |url=http://www.scientificamerican.com/article.cfm?id=recognizing-spatial-intel |accessdate=5 June 2013 |ref=harv}}

* {{cite book |last=Pickover |first=Clifford A. |authorlink=Clifford A. Pickover |title=Strange Brains and Genius: The Secret Lives of Eccentric Scientists and Madmen |publisher=Plenum Publishing Corporation |date=1998 |isbn=978-0-688-16894-0 |lay-url=http://sprott.physics.wisc.edu/pickover/strange.htm |lay-date=15 July 2013 |ref=harv}}

*{{cite book |title=Genius: A Very Short Introduction |last=Robinson |first=Andrew |date=2011 |publisher=Oxford University Press |location=Oxford |isbn=978-0-19-959440-5 |page= |pages= |lay-url=http://www.guardian.co.uk/science/punctuated-equilibrium/2011/mar/03/2 |lay-date=22 May 2013 |ref=harv}}

* {{cite book |last=Shurkin |first=Joel |title=Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up |date=1992 |publisher=Little, Brown |location=Boston (MA) |isbn=978-0-316-78890-8 |lay-url=http://articles.latimes.com/1992-05-31/books/bk-1247_1_lewis-terman/2 |lay-date=28 June 2010 |ref=harv}}

* {{cite book |last=Shurkin |first=Joel |title=Broken Genius: The Rise and Fall of William Shockley, Creator of the Electronic Age |authorlink= |date=2006 |publisher=Macmillan |isbn=978-1-4039-8815-7 |lay-url=http://www.gatesnotes.com/Books/Broken-Genius |lay-date=10 December 2014 |ref=harv}}

* {{cite book |last=Simonton |first=Dean Keith |title=Origins of genius: Darwinian perspectives on creativity |authorlink= |date=1999 |publisher=Oxford University Press |location=Oxford |isbn=978-0-19-512879-6 |lay-url=http://www.jstor.org/pss/3080746 |lay-date=14 August 2010 |ref=harv}}

* {{cite book |title=The Abilities of Man: Their Nature and Measurement |last=Spearman |first=Charles |authorlink=Charles Spearman |date=1927 |publisher=Macmillan |location=New York (NY) |ref=harv}}

* {{cite book |title=The Measurement of Intelligence: An Explanation of and a Complete Guide to the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale |last=Terman |first=Lewis M. |authorlink=Lewis Terman |others=Ellwood P. Cubberley (Editor's Introduction) |date=1916 |publisher=Houghton Mifflin |location=Boston |series=Riverside Textbooks in Education |url=http://www.gutenberg.org/etext/20662 |accessdate=26 June 2010 |ref=harv}}

*{{cite book |last=Wechsler |first=David |authorlink=David Wechsler |title=The Measurement of Adult Intelligence |date=1939 |edition=first |publisher=Williams & Witkins |location=Baltimore (MD) |lccn=39014016 |lay-url=http://psycnet.apa.org/psycinfo/2004-16232-000 |lay-source=American Psychological Association |lay-date=29 September 2014 |ref=harv}}

The article as it displays to users of Wikipedia:

IQ classification and genius

Francis Galton (1822–1911) was a pioneer in investigating both eminent human achievement and mental testing. In his book Hereditary Genius, writing before the development of IQ testing, he proposed that hereditary influences on eminent achievement are strong, and that eminence is rare in the general population. Lewis Terman chose "'near' genius or genius" as the classification label for the highest classification on his 1916 version of the Stanford-Binet test. By 1926, Terman began publishing about a longitudinal study of California schoolchildren who were referred for IQ testing by their schoolteachers, called Genetic Studies of Genius, which he conducted for the rest of his life. Catherine M. Cox, a colleague of Terman's, wrote a whole book, The Early Mental Traits of 300 Geniuses, published as volume 2 of The Genetic Studies of Genius book series, in which she analyzed biographical data about historic geniuses. Although her estimates of childhood IQ scores of historical figures who never took IQ tests have been criticized on methodological grounds, Cox's study was thorough in finding out what else matters besides IQ in becoming a genius. By the 1937 second revision of the Stanford-Binet test, Terman no longer used the term "genius" as an IQ classification, nor has any subsequent IQ test. In 1939, Wechsler specifically commented that "we are rather hesitant about calling a person a genius on the basis of a single intelligence test score."

The Terman longitudinal study in California eventually provided historical evidence on how genius is related to IQ scores. Many California pupils were recommended for the study by schoolteachers. Two pupils who were tested but rejected for inclusion in the study because of IQ scores too low for the study grew up to be Nobel Prize winners in physics, William Shockley, and Luis Walter Alvarez. Based on the historical findings of the Terman study and on biographical examples such as Richard Feynman, who had an IQ of 125 and went on to win the Nobel Prize in physics and become widely known as a genius, the current view of psychologists and other scholars of genius is that a minimum level of IQ, no higher than about IQ 125, is strictly necessary for genius; but that level of IQ is sufficient for development of genius only when combined with the other influences identified by Cox's biographical study: opportunity for talent development along with the characteristics of drive and persistence. Charles Spearman, bearing in mind the influential theory that he originated of conceiving intelligence as made up of a "general factor" as well as "special factors" more specific to particular mental tasks, may have summed up the research the best when he wrote in 1927, "Every normal man, woman, and child is, then, a genius at something, as well as an idiot at something."

Bibliography

• Cox, Catherine M. (1926). The Early Mental Traits of 300 Geniuses. Genetic Studies of Genius Volume 2. Stanford (CA): Stanford University Press. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Eysenck, Hans (1995). Genius: The Natural History of Creativity. Problems in the Behavioural Sciences No. 12. Cambridge: Cambridge University Press. ISBN 978-0-521-48508-1. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Eysenck, Hans (1998). Intelligence: A New Look. New Brunswick (NJ): Transaction Publishers. ISBN 978-0-7658-0707-6.
• Gleick, James (2011). Genius: The Life and Science of Richard Feynman (ebook ed.). Open Road Media. ISBN 978-1-4532-1043-7.
• Jensen, Arthur R. (1998). The g Factor: The Science of Mental Ability. Human Evolution, Behavior, and Intelligence. Westport (CT): Praeger. ISBN 978-0-275-96103-9. ISSN 1063-2158. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Kaufman, Alan S. (2009). IQ Testing 101. New York: Springer Publishing. pp. 151–153. ISBN 978-0-8261-0629-2.
• Leslie, Mitchell (July–August 2000). "The Vexing Legacy of Lewis Terman". Stanford Magazine. Retrieved 5 June 2013.
• Park, Gregory; Lubinski, David; Benbow, Camilla P. (2 November 2010). "Recognizing Spatial Intelligence". Scientific American. Retrieved 5 June 2013.
• Pickover, Clifford A. (1998). Strange Brains and Genius: The Secret Lives of Eccentric Scientists and Madmen. Plenum Publishing Corporation. ISBN 978-0-688-16894-0. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Pintner, Rudolph (1931). Intelligence Testing: Methods and Results. New York: Henry Holt. Retrieved 14 July 2013.
• Robinson, Andrew (2011). Genius: A Very Short Introduction. Oxford: Oxford University Press. ISBN 978-0-19-959440-5. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Shurkin, Joel (1992). Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up. Boston (MA): Little, Brown. ISBN 978-0-316-78890-8. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Shurkin, Joel (2006). Broken Genius: The Rise and Fall of William Shockley, Creator of the Electronic Age. Macmillan. ISBN 978-1-4039-8815-7. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Simonton, Dean Keith (1999). Origins of genius: Darwinian perspectives on creativity. Oxford: Oxford University Press. ISBN 978-0-19-512879-6. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-url= ignored (help)
• Spearman, Charles (1927). The Abilities of Man: Their Nature and Measurement. New York (NY): Macmillan.
• Terman, Lewis M. (1916). The Measurement of Intelligence: An Explanation of and a Complete Guide to the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale. Riverside Textbooks in Education. Ellwood P. Cubberley (Editor's Introduction). Boston: Houghton Mifflin. Retrieved 26 June 2010.
• Wechsler, David (1939). The Measurement of Adult Intelligence (first ed.). Baltimore (MD): Williams & Witkins. LCCN 39014016. {{cite book}}: Unknown parameter |lay-date= ignored (help); Unknown parameter |lay-source= ignored (help); Unknown parameter |lay-url= ignored (help)