In terms of cognitive processes, we see how motivation and emotion al-
ter, channel, or otherwise direct cognition in significant ways, rendering
an exclusive focus on cognitive architecture or pure cognitive system
problematical.
In the tradition of differential psychology, we see a movement from a
static view of human intelligence to a dynamic, contextualized view of
intellectual functioning that integrates many facets of personhood and
personality that are motivational and emotional in nature.
From a developmental perspective, we see how the role of motivation
and emotion should be reinstated in accounting for the development of
intellectual competencies and expertise.
Along with theoretical traditions that highlight the importance of social
and cultural contexts, we see that intellectual functioning and develop-
ment are necessarily embedded in social interaction and enculturation
processes, which have profound cognitive, self-evaluative (affective),
and motivational ramifications.Contributors to this volume are from diverse psychological backgrounds.
Indeed, one of the purposes of this volume is to combat compartmentaliza-
tion in psychology and to generate cross-talk among people of different theo-
retical and research traditions and affiliations. However, under this apparent
diversity one also finds a common vision—to broaden a largely exclusive fo-
cus on cognition to include constructs of motivation and affect or emotion,
and situate cognition in its functional context to reveal its adaptive (or, at
times, maladaptive) character.
We intend this volume to be of interest to both psychologists and general
audiences who have an interest in the nature of intellectual functioning and
development. Although the volume mainly addresses theoretical rather than
practical questions, educators and other practitioners whose main charge is
to enhance intellectual functioning and human performance will find integra-
tive perspectives promising and productive. For these perspectives tend to
view intellectual functioning as contextual, dynamic, and varying with situa-
tions and domains, rather than fixed and invariant, thus opening doors for
interventions.
We thank two anonymous reviewers for their constructive comments on
our book proposal. We also thank Naomi Silverman and Erica Kica for their
editorial assistance. This book project was also made possible in part by a
grant from the National Science Foundation to the first author (#0296062)
and grants from the National Science Foundation (REC-9979843) and U.S.
Department of Education (R206R000001) to the second author.
David Yun Dai
Robert J. Sternbergxii PREFACE