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| 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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