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, 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."


 * ==References==


 * ==Bibliography==

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."