ABSTRACT

Diverse developments in ability and motivation research, and in the derivations of new methodological techniques have often run on parallel courses. The editors of this volume felt that communication across domains could be vastly improved through intensive interaction between researchers. This interaction was realized in The Minnesota Symposium on Learning and Individual Differences, which directly addressed ability, motivation and methodology concerns. This book, compiled as a result of the Symposium, unites theoretical and empirical advances in learning and individual differences.

The resulting volume, divided in five parts, encompasses not only prepared papers that were presented at the symposium, but compiled and edited transcriptions of the spontaneous discussions that took place at the symposium.

Part I provides an orientation to the treatment of learning and individual differences from three major perspectives: experimental psychology, motivational psychology, and differential/ methodological psychology. Part II continues and expands the discussion of quantitative methodology and applications to learning and individual differences. Part III is devoted primarily to developments in the cognitive ability domain, while Part IV addresses the impact of non-cognitive, personal constructs on learning and performance. The volume concludes with Part V which contains chapters from the closing session of the conference.

part |2 pages

PART I. HISTORICAL PERSPECTIVES

chapter 2|20 pages

Volitional Effects on Performance—Conceptual Considerations and Results from Dual-Task Studies

ByUwe Kleinbeck, Hans-Henning Quast, Ronald Schwarz

chapter 3|26 pages

Factor Analysis Since Spearman: Where Do We Stand? What Do We Know?

ByJohn B. Carroll

part |2 pages

PART II. METHODOLOGICAL STRATEGIES

chapter 4|48 pages

A Structural Modeling Experiment with Multiple Growth Functions

ByJ. J. McArdle

chapter 6|8 pages

Simple Solutions and Complex Problems

ByRobert Cudeck

part |2 pages

PART III. COGNITIVE ABILITIES AND INFORMATION PROCESSING

chapter 7|28 pages

Assessment and Modeling of Information Coordination Abilities

ByJames W. Pellegrino, Earl B. Hunt, Penny Yee

chapter 8|36 pages

Broad and Narrow Abilities in Research on Learning and Instruction

ByJan-Eric Gustafsson

chapter 9|42 pages

Role of Cognitive Factors in the Acquisition of Cognitive Skill

ByPatrick C. Kyllonen, Dan J. Woltz

part |2 pages

PART IV. MOTIVATIONAL AND VOLITIONAL PROCESSES

part |2 pages

PART V. PARADIGMS IN TRANSITION

chapter 14|44 pages

Individual Differences in Computational Mechanisms: A Psychophysiological Analysis

ByGijsbertus Mulder, A. A. Wijers, H. G. O. M. Smid, K. A. Brookhuis, L. J. M. Mulder

chapter 15|40 pages

Cognitive-Conative Aptitude Interactions in Learning

ByRichard E. Snow