List of Contributors | p. xi |
Preface | p. xiii |
Prolegomenon | p. xix |
Historical Perspectives | p. 1 |
Historical Background and Appraisal of Research on Individual Differences in Learning | p. 3 |
References | p. 19 |
Volitional Effects on Performance: Conceptual Considerations and Results From Dual-Task Studies | p. 23 |
References | p. 40 |
Factor Analysis Since Spearman: Where Do We Stand? What Do We Know? | p. 43 |
Conclusion | p. 58 |
References | p. 65 |
Methodological Strategies | p. 69 |
A Structural Modeling Experiment with Multiple Growth Functions | p. 71 |
References | p. 115 |
Estimating Individual Differences in Information Processing Using Speed-Accuracy Models | p. 119 |
Conclusions | p. 156 |
References | p. 161 |
Simple Solutions and Complex Problems | p. 165 |
References | p. 171 |
Cognitive Abilities and Information Processing | p. 173 |
Assessment and Modeling of Information Coordination Abilities | p. 175 |
References | p. 201 |
Broad and Narrow Abilities in Research on Learning and Instruction | p. 203 |
Conclusion | p. 227 |
References | p. 230 |
Appendix 8A Covariance Matrix for the Variables in Study 1 | p. 233 |
Appendix 8B Covariance Matrix for the VISU Group in Study 2 | p. 234 |
Role of Cognitive Factors in the Acquisition of Cognitive Skill | p. 239 |
Conclusions | p. 267 |
References | p. 277 |
Abilities, Elementary Information Processes, and Other Sights to See at the Zoo | p. 281 |
References | p. 292 |
Motivational and Volitional Processes | p. 295 |
Personality, Motivation, and Cognitive Performance | p. 297 |
References | p. 336 |
Self-Regulation and Metamotivation: Computational Mechanisms, Development, and Assessment | p. 343 |
Conclusion | p. 369 |
References | p. 372 |
Conative Processes, Dispositions, and Behavior: Connecting the Dots Within and Across Paradigms | p. 375 |
References | p. 387 |
Paradigms in Transition | p. 389 |
Individual Differences in Computational Mechanisms: A Psychophysiological Analysis | p. 391 |
Conclusions | p. 429 |
References | p. 432 |
Cognitive-Conative Aptitude Interactions in Learning | p. 435 |
References | p. 471 |
The More Things Change, the More They Stay the Same: Comments from an Historical Perspective | p. 475 |
References | p. 491 |
Conference Program | p. 493 |
Additional Discussion Participants | p. 497 |
Name Index | p. 499 |
Subject Index | p. 509 |
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