452 SUBJECT INDEX
Cognitive affective development, 239–242
mechanisms, 240–242
Cognitive bias, 244
Cognitivism
definitions, 5
limitations, 4–7
Competence-performance distinction,
16–17,see alsoPerformance,
typical vs. maximal
Conation, 124–125, 224
Conceptual change,seeAffect, effects on
conceptual change
Consciousness,see alsoIntentionality,
Self
primary consciousness, 216
executive consciousness, 187–188
extended consciousness, 14–15
Constructivist bias, 244
Coping, 162–165, 169–170
Cultural context, 26–27
DDeliberate practice, 22, 299, 314,see also
Aptitude vs. deep engagement
Development
as increasing integration, 249–252
dynamic integration, 244–265
role of degradation, 252–254
features of, 252–253
process of, 253–254
variability versus invariance, 19
Developmental transformation, 20–21
Disposition
as a trait, 366–370
stability across time, 366–367
domain generality, 367–368
dispositional view of thinking, 352–380
fostering dispositions, 375–378
nurturing inclination, 376–377
methods of analysis, aspects of,
362–363
empirical support, 361–362
philosophical roots, 354–355
psychological theories, 355–356
related constructs, 356–358
triadic view, 358–360
relationship to ability, 368–369
sensitivity and inclination, 363–364
student views on, 370–374
concerning fairness, 372–373
concerning self-direction, 373–374
concerning truth, 371–372
teaching, 373–379
Vygotskian perspective, 378–379
Disposition vs. capacity, 16
Domain learning, model of (MDL),
274–275, 283–294
dimensions, 283–286
interest, 286
knowledge, 284–285
strategies, 285
implications for expertise, 293–294
the literature, 287–288
stages of development, 286–293
acclimation, 286, 289
competence, 289–292
proficiency-expertise, 292–293
Dual force model, 63–64, 70–71, 78–79, 81
Dual-process theory,seeDual force model
Dynamic integration, 237–264
versus degradation, 247–249EEcological niche, 421
Educational psychology, 89–107
EEG,seeElectroencephalography
Electroencephalography, 46–48
Embodied mind, 12–13
Embodied expertise, 423–424
Emergentism, 424–426,see also
Interactionism, Reductionistism
Emotion,seeAffect
Emotional intelligence,seeIntelligence,
emotional intelligence
Energy lattice, 185
Entity learner,seeIntelligence, entity
theory
ERP,seeEvent related potential
Event related potential, 46–48
P3 wave form, 47–48
Expectancy-value theory, 310–311
Expertise, 273–319
as generic problem solving, 275–276
as knowledge-rich problem solving,
276–277
talent accounts of, 312–414
contributions of 1st and 2nd generation
research, 277–278
development of expertise, 22–23,
283–294, 423–424