Motivation, Emotion, and Cognition : Integrative Perspectives On Intellectual Functioning and Development

Coren, S., & Suedfeld, P. (1995). Personality correlates of conceptual complexity.Journal of So- cial Behavior and Personali ...

Gianotti, G. (1999). Emotions as a biologically adapative system: An introduction. In G. Gianotti (Ed.),Handbook of neuropsychol ...

Kegan, J. (1982).The evolving self. Cambridge, MA: Harvard University Press. Kernis, M. H., Grannemann, B. D., & Barclay, L. ...

Lazarus, R. S. (1982). Thoughts on the relations between emotion and cognition.American Psy- chologist, 37 , 1019–1024. Lazarus, ...

Mroczek, D. K., & Kolarz, C. M. (1998). The effect of age on positive and negative affect: A de- velopmental perspective on ...

Raz, N. (2000). Aging of the brain and its impact on cognitive performance: Integration of struc- tural and functional findings. ...

Von Hippel, W., Silver, L. A., & Lynch, M. E. (2000). Stereotyping against your will: The role of inhibitory ability in ster ...

Jason is a bright, energetic second grader. When asked how he would explain history to a student living in a faraway place, Jaso ...

conceptions out there, so many unresolved issues, and so much conflicting evi- dence. And every day there are new discoveries, n ...

processing. One of the most important is the literature on expertise or expert– novice differences. Still, as the MDL has taken ...

If we asked members of that pioneering generation of expert–novice re- searchers to judge Jason, Evie, and Bruce’s expertise, th ...

would also be required to explain their reasoning and their solution steps as they worked through the given problem. For example ...

(Bereiter & Scardamalia, 1993; Brown, Collins, & Duguid, 1989). However, this translation has not been particularly easy ...

absence of certain cognitive abilities or processes in novices validated their significance for experts. For example, it was not ...

ence, educators forget that those students are active participants in their own learning and can choose to engage strategically ...

Knowledge-Lean Studies In the early 1980s, my colleagues and I wanted to identify the generic strate- gies used by effective rea ...

domains across individuals. For instance, an undergraduate student reading about Hawking and Grand Unification Theory or about q ...

research. In particular, whether knowledge and interest were related de- pended on the type of knowledge and the form of interes ...

are defining dimensions of expertise. However, knowledge and strategies, as previously discussed, do not function independently ...

colleagues and I have drawn distinctions between two forms of subject- matter knowledge—domain and topic knowledge (e.g., Alexan ...