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

expert/novice research, 275–280
limitations of traditional research,
278–280
Extroversion vs. introversion, 147–152

F

Flow, 187, 301–302

G

Goals
role of feedback, 333
role of self-evaluation, 333–334
Goal orientation
learning vs. performance, 42–55,
331–333
mastery or task vs. performance or ego,
311–312
Goal setting, 304
Graceful degradation, 252–253

H

Habits of mind, 27–28, 355
Human biology, diversity of, 420–422

I

Inclination, 359–360
Incremental learner,seeIntelligence,
incremental theory
Information processing
duality of, 421–422
two modes of: differentiation and opti-
mization, 245–247
Integration of motivation, emotion, and
cognition, 9–15, 424–427
trend toward, 7–8
global, 426–427
limits, 242–244
local, 426
three orders of
neurobiological, 9–10
phenomenological, 12–15
psychological-behavioral, 11–12
Integrated model of cognition and affect,
57–59,see alsoAffect infusion
model, Broaden-and-build
model, Dual force model
Intellect, 28, 119–138
effects of motivation on the develop-
ment of, 211–216

measurement of, 119–120

typical-maximal performance,see also

Competence-performance

distinction

Intellectual development, 18–24,see also

Investment theory

learning perspective, 21–24, 303–304,

see alsoAcademic self-regu-

lation

structuralist view, 19

Intellectual engagement, 124

typical, 124–125,see alsoPerfor-

mance, typical vs. maximal

Intellectual functioning, 18, 143–171

definition, 4

sociocultural perspective, 25–28

temporal dimension, 423–424

Intelligence, 15–18, 121–122

crystallized, 121, 124–133

effects on academic performance,

44–45

emotional intelligence, 17, 175–190

ability model, 178–180

creativity, 184

depression and anxiety, 185

maladaptive behaviors, 187–188

mixed model, 177–178

comparisons with traditional views

and measures, 182–183

well-being, 185

entity theory of, 45–46

fluid, 121, 124–133

incremental theory of, 45–46

practical, 183–184

social, 185–187

implicit theories of, 44–48

Intentionality, 6–7,see also

Consciousness, Self

Interactionism, 424–426,see also

Reductionism, Emergentism

Interest, 14, 89–107

as a construct, 94–96

characteristics, 94–96

development of, 92–93, 102–105

history of research, 91–93

individual (personal) interest, 97

phases, 102–105

learning, 102–103

school-age children, 102

university students, 102–103

situational interest, 97

SUBJECT INDEX 453