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Originally published in 1987, this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction.
Inhaltsverzeichnis
Preface. 1. Cognitive-Conative-Affective Processes in Aptitude, Learning, and Instruction: An Introduction Richard E. Snow and Marshall J. Farr 2. Aptitude Complexes Richard E. Snow 3. Structural Relationships Across Cognition, Personality, and Style Samuel Messick 4. Intelligence, and Cognitive Style Robert J. Sternberg 5. Cerebral, Cognitive, and Conative Processes Pat-Anthony Federico 6. Text Anxiety, Cognitive Interference, and Performance Irwin G. Sarason 7. The Influence of Positive Affect on Cognitive Organization: Implications for Education Alice M. Isen, Kimberly A. Daubman and Joyce M. Gorgoglione 8. Thinking about Feelings: The Development and Organization of Emotional Knowledge Nancy L. Stein and Linda J. Levine 9. Some Educational Implications of Sympathy and Anger from an Attributional Perspective Sandra Graham and Bernard Weiner 10. Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning Thomas W. Malone and Mark R. Lepper 11. Intrinsic Motivation and Instructional Effectiveness in Computer-Based Education Mark R. Lepper and Thomas W. Malone 12. Interestingness of Children’s Reading Material Richard C. Anderson, Larry L. Shirey, Paul T. Wilson and Linda G. Fielding 13. If You Don’t Know It Work On It: Knowledge, Self-Regulation and Instruction Drew H. Gitomer and Robert Glaser 14. Discussion W. J. McKeachie 15. Discussion Tom Trabasso 16. Discussion Ernest R. Hilgard 17. Cognition, Affect and Motivation: Issues, Perspectives and Directions Toward Unity Marshall J. Farr. Author Index. Subject Index.
Über den Autor / die Autorin
Richard E. Snow, Marshall J. Farr
Zusammenfassung
Originally published in 1987, this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction.
