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Aptitude, Learning, and Instruction

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affective processes in education
affective theory
Aptitude Constructs
Aptitude Theory
Category=JMR
Cerebral Lateralities
CIQ
Cognitive Interference
cognitive style
Componential Subtheory
Conative Processes
differential psychology
educational psychology
emotional regulation
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ERP Amplitude
GSR
Hemispheric Asymmetry
High Ability Subjects
Highly Test Anxious Subjects
human performance
Individual Difference Constructs
individual differences
Information Processing Operations
instructional psychology
Instructional Treatments
intrinsic motivation
Knowledge Acquisition
Low Ability Cues
Low Ability Subjects
Motivational Appeal
Office for Naval Research
psychology of learning
self-regulated learning
Test Anxiety
Test Anxious Subjects
Vice Versa

Product details

  • ISBN 9780367756178
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 31 May 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

About
Richard E. Snow, Marshall J. Farr