serve as the core around which task or object preferences, and thenspecific in-
terests,are built. In the present task analysis this scheme #1 intervenes in the
emergence of scheme # 3, used in formula F#3 to model construction of spe-
cific interests.
Scheme #2:self2: This is the child’s reflectively conscious self previously
mentioned, and linguistically expressed by “I” or “me.”
Scheme #3: LIKEtask:i: This is a more or less automatized “I-LIKE-it”
(affective preference) judgment; a scheme that expresses a consciously ex-
plicit preference of the child for activities of a certain kindithat he or she pur-
sues using scheme #1, that is, AGENCYtask:i.
Scheme #4: NEED-PURSUING: This is a specific volitional judgment
and expression of Will, which crystallizes a complex cognitive goal (brought
into consciousness by the cumulative effect of affective goals evoked by mul-
tiple experiences related to scheme #3, i.e., LIKE*task:i).
Scheme #5: #persistently: This is a parameter of #4, the NEED-
PURSUING operative scheme. It stipulates, as a condition of #4, that the
activity be continued or repeated in the future.
Scheme #6: *context:Stands for the overall construal of the situation and
task at hand.
Scheme #7: LEARNING–PERFORMANCE: This is thegoal orienta-
tion(Dweck, 1998; Koller, 2000) that guides activity in specific interests:
whether alearning–mastery goal(i.e., an intrinsic motive towards achieving
mastery in the task) or aperformance goal(an ego orientation in which the in-
tention is to satisfy high expectations of others by performing well). In the
latter case, the focus of attention is extrinsic, not on the task itself but on the
expected results. Considerable evidence shows that these are the two alterna-
tive orientations of children and adults; the former leads to better results in
both achievement and self-satisfaction. Nonetheless, the orientation tacitly
chosen is much influenced by personal values–expectations of mentors and
human milieu.
Using this notation and definitions, the sort of mental operation that can
constructively abstract (cool) specific interests can be summarized as follows:
The repeated self-conscious experiences of successful or satisfying Agency
in task:i (this is scheme #1), lead the child eventually to internalize a complex
scheme (structure) expressing this recurrent preference for task:i. This is
scheme #3: LIKE*task:i, which stands for a stable conscious preference. Re-
peated reexperiencing of this self-preference generates a new motive (affective
goal) toward seeking it, and the self-conscious planning based on this motive
engenders thespecific interest. The latter is symbolized in F#3:
NEED-PURSUING(#persistently,*context,self 2,
LEARNING–PERFORMANCE(LIKE*task:i)) (F#3)222 PASCUAL-LEONE AND JOHNSON