Overview

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that 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. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

Full Product Details

Author:   Richard E. Snow ,  Marshall J. Farr
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.600kg
ISBN:  

9780367756277

ISBN 10:   0367756277
Pages:   388
Publication Date:   31 May 2023
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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.

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