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.
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.
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 Childrens Reading Material Richard C. Anderson, Larry L.
Shirey, Paul T. Wilson and Linda G. Fielding
13. If You Dont 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.
Richard E. Snow, Marshall J. Farr
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