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

(Rick Simeone) #1

Kyllonen, P. C., & Christal, R. (1990). Reasoning ability is (little more than) working-memory
capacity?Intelligence, 14, 389–433.
Labouvie-Vief, G. (1990). Wisdom as integrated thoughts: Historical and developmental per-
spectives. In R. J. Sternberg (Ed.),Wisdom: Its nature, origins, and development(pp. 52–83).
Cambridge, London: Cambridge University Press.
Lave, J. (1988).Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge,
England: Cambridge University Press.
Lazarus, R. S. (1984). On the primacy of cognition.American Psychologist, 39, 124–129.
Leont’ev, A. N. (1978).Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-
Hall.
Lohman, D. F. (2001). Issues in the definition and measurement of abilities. In J. M. Collis & S.
Messick (Eds.),Intelligence and personality: Bridging the gap between theory and measurement
(pp. 79–98). Mahwah, NJ: Lawrence Erlbaum Associates.
Lourenço, O., & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criti-
cisms.Psychological Review, 103, 143–164.
Mandler, G. (1989a). Affect and learning: Causes and consequences of emotional interactions.
In D. B. McLeod & V. M. Adams (Eds.),Affect and mathematical problem solving(pp. 3–19).
New York: Springer-Verlag.
Mandler, G. (1989b). Affect and learning: Reflections and prospects. In D. B. McLeod & V. M.
Adams (Eds.),Affect and mathematical problem solving(pp. 237–244). New York: Springer-
Verlag.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion,
and motivation.Psychological Review, 98, 224–253.
Markus, H. R., & Kitayama, S. (1994). The cultural construction of self and emotion: Implica-
tions for social behavior. In S. Kitayama & H. R. Markus (Eds.),Emotions and culture: Em-
pirical studies of mutual influences(pp. 89–130). Washington, DC: American Psychological
Association.
Matthews, G. (1999). Personality and skill: A cognitive-adaptive framework. In P. L. Ackerman,
P. C. Kyllonen, & R. D. Roberts (Eds.),Learning and individual differences: Process, traits,
and content determinants(pp. 251–270). Washington, DC: American Psychological Associa-
tion.
Mayer, J. D., Salovey, P., & Caruso, D. (2002).Mayer-Salovey-Caruso Emotional Intelligence
Test (MSCEIT), Version 2.0. Toronto, Canada: Multi-Health Systems.
McCall, R. B. (1981). Nature-nurture and the two realms of development: A proposed integra-
tion with respect to mental development.Child Development, 52, 1–12.
McClelland, D. C. (1961).The achieving society. New York: Van Nostrand.
McDougall, W. (1923).Outline of psychology. New York: Scribner’s.
McLeod, D. B. (1989). The role of affect in mathematical problem solving: A new perspective. In
D. B. McLeod & V. M. Adams (Eds.),Affect and mathematical problem solving(pp. 20–36).
New York: Springer-Verlag.
Meltzinger, T. E. (2000).Neural correlates of consciousness: Empirical and conceptual questions.
Cambridge, MA: The MIT Press.
Merleau-Ponty, M. (1962).Phenomenology of perception.Boston: Routledge & Kegan Paul.
Messick, M. (1996). Human abilities and modes of attention: The issue of stylistic consistence in
cognition. In I. Dennis & P. Tapsfield (Eds.),Human abilities: Their nature and measurement
(pp. 77–96). Mahwah, NJ: Lawrence Erlbaum Associates.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity
for processing information.Psychological Review, 63, 81–97.
Neisser, U. (1963). The imitation of man by machine.Science, 139,193–197.
Neisser, U. (1967).Cognitive psychology. New York: Appleton-Century-Crofts.



  1. BEYOND COGNITIVISM 35

Free download pdf