The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related.
Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development:
*represents a new direction in theory and research on intellectual functioning and development;
*portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and
*encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.
By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.
Contents: Preface. Part I: Introduction. D.Y. Dai, R.J. Sternberg, Beyond Cognitivism: Toward an Integrated Understanding of Intellectual Functioning and Development. Part II: Cognition in Motivational and Affective Contexts. C.S. Dweck, J.A. Mangels, C. Good, Motivational Effects on Attention, Cognition, and Performance. E.A. Linnenbrink, P.R. Pintrich, Role of Affect in Cognitive Processing in Academic Contexts. S. Hidi, K.A. Renninger, A. Krapp, Interest, a Motivational Variable That Combines Affective and Cognitive Functioning. Part III: Intelligence and Personality: From Psychometrics and Personal Dynamics. P.L. Ackerman, R. Kanfer, Cognitive, Affective, and Conative Aspects of Adult Intellect Within a Typical and Maximal Performance Framework. G. Matthews, M. Zeidner, Traits, States, and the Trilogy of Mind: An Adaptive Perspective on Intellectual Functioning. M.A. Brackett, P.N. Lopes, Z. Ivcevic, J.D. Mayer, P. Salovey, Integrating Emotion and Cognition: The Role of Emotional Intelligence. Part IV: Development of Intellectual Competencies. J. Pascual-Leone, J. Johnson, Affect, Self-Motivation, and Cognitive Development: A Dialectical Constructivist View. G. Labouvie-Vief, M.M. González, Dynamic Integration: Affect Optimization and Differentiation in Development. P.A. Alexander, A Model of Domain Learning: Reinterpreting Expertise as a Multidimensional, Multistage Process. N. Charness, M. Tuffiash, T. Jastrzembski, Motivation, Emotion, and Expert Skill Acquisition. Part V: Intellectual Functioning and Development in Social and Cultural Contexts. B.J. Zimmerman, D.H. Schunk, Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective. D. Perkins, R. Ritchhart, When Is Good Thinking? J. Li, K.W. Fischer, Thought and Affect in American and Chinese Learners' Beliefs About Learning. D.Y. Dai, Epilogue: Putting It All Together: Some Concluding Thoughts.
This series has several goals:
This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.
Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.
Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.