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Tables of Contents for Aptitude, Learning, and Instruction
Chapter/Section Title
Page #
Page Count
Preface
ix
 
Cognitive-Conative-Affective in Aptitude, Learning, and Instruction: An Introduction
1
10
Richard E. Snow
Marshall J. Farr
Conference Background
3
1
Research Background
4
3
Objective of the Conference
7
1
References
8
3
Aptitude Complexes
11
24
Richard E. Snow
Introduction
11
1
Background
12
18
Other Aptitude Complexes
30
2
References
32
3
Structural Relationships Across Cognition, Personality, and Style
35
42
Samuel Messick
Varieties of Personality Influences on Cognition and Intellect
37
18
The Role of Stylistic Consistencies in Cognition
55
12
Epilogue
67
1
References
68
9
Intelligence and Cognitive Style
77
22
Robert J. Sternberg
Components of Human Intelligence
80
5
Facets of Human Intelligence
85
4
The Context of Human Intelligence
89
4
Conclusions and Implications
93
2
References
95
4
Cerebral, Cognitive, and Conative Processes
99
32
Pat-Anthony Federico
Cortical Correlates of Cognitive Characteristics
99
6
Cerebral Correlates of Concept Acquisition
105
3
Hemispheric Asymmetries and Individualized Instruction
108
9
Conceptual, Cerebral, and Affectional Functions
117
7
References
124
7
Test Anxiety, Cognitive Interference, and Performance
131
12
Irwin G. Sarason
Text Anxiety and Performance on Tests
133
1
Experimental Studies of Test Anxiety
133
1
The General Problem of Self-Preoccupation
134
1
Assessing Cognitive Interference
135
1
Assessing Anxious Self-Preoccupation as an Aspect of Anxiety
136
1
Reducing Cognitive Interference in Evaluational Situations
137
2
Conclusions
139
2
References
141
2
The Influence of Positive Affect on Cognitive Organization: Implications for Education
143
22
Alice M. Isen
Kimberly A. Daubman
Joyce M. Gorgoglione
Background
143
4
Positive Affect and Cognitive Organization
147
2
Empirical Findings
149
8
General Discussion and Summary
157
3
Conclusion
160
2
References
162
3
Thinking about Feelings: The Development and Organization of Emotional Knowledge
165
34
Nancy L. Stein
Linda J. Levine
Talking and Thinking about Emotion
168
6
Analysis of Happiness, Fear, Anger, and Sadness
174
2
Happiness
176
3
Fear
179
2
Anger
181
2
Sadness Versus Anger
183
2
Summary of Features Differentiating Emotions
185
3
Evidence Supporting the Conceptual Analysis
188
8
References
196
3
Some Educational Implications of Sympathy and Anger from an Attributional Perspective
199
24
Sandra Graham
Bernard Weiner
Causal Attributions
200
1
Attributional Antecedents of Sympathy and Anger
201
4
Sympathy and Anger: Attributional Consequences
205
7
Sympathy and Anger as Motivators of Action
212
3
An Attribution-Affect-Action Sequence Following Failure
215
2
Instructional Implications
217
2
A Final Note
219
1
References
219
4
Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning
223
32
Thomas W. Malone
Mark R. Lepper
Studies of Intrinsically Motivating Computer Games
224
5
A Taxonomy of Intrinsic Motivations for Learning
229
1
Individual Motivations
230
12
Interpersonal Motivations
242
4
Individual Differences
246
1
Summary
247
3
References
250
5
Intrinsic Motivation and Instructional Effectiveness in Computer-Based Education
255
32
Mark R. Lepper
Thomas W. Malone
Understanding Intrinsic Motivation
255
4
Motivational Appeal and Instructional Effectiveness
259
1
Contrasting Educational Philosophies
260
7
Motivational Appeal and Instructional Effectiveness Revisited
267
14
The Social Context
281
2
References
283
4
Interestingness of Children's Reading Material
287
14
Richard C. Anderson
Larry L. Shirey
Paul T. Wilson
Linda G. Fielding
Size and Generality of Interest Effects
287
2
Does Interest Increase Learning by Attracting Attention?
289
3
Alternative Explanations
292
1
Factors Contributing to Sentence Interest
293
2
What Makes an Interesting Story?
295
2
Interestingness of Social Studies and Science Textbooks
297
1
Summary
298
1
References
298
3
If You Don't Know It Work On it: Knowledge, Self-Regulation and Instruction
301
26
Drew H. Gitomer
Robert Glaser
Knowledge Structure, Mental Models and Learning
302
6
The Relationship of Proficiency to Self-Regulation
308
10
Instructional Implications
318
4
References
322
5
Discussion
327
6
W. J. McKeachie
Implications for Teaching
330
1
References
331
2
Discussion
333
13
Tom Trabasso
Sarason
334
1
Malone and Lepper
335
2
Isen, Daubman, and Gorgoglione
337
2
Federico
339
2
Reprise
341
1
References
342
4
Discussion
346
1
Ernest R. Hilgard
References
346
1
Cognition, Affect and Motivation: Issues, Perspectives and Directions Toward Unity
347
8
Marshall J. Farr
References
352
3
Author Index
355
10
Subject Index
365