9780306465246 - Student Motivation: The Culture and Context of Learning (The Springer Series on Human Exceptionality) (5 Ergebnisse)

Zustand: Poor. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Clean from markings In poor condition, suitable as a reading copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,850grams, ISBN:9780306465246.

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,850grams, ISBN:9780306465246.

Zustand: New. In.

Zustand: New. pp. 392 Illus.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like 'genius,' 'above average intelligence,' 'average' and 'mentally deficient' to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.