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Change and Development - Issues of Theory, Method, and Application (Hardcover): Eric Amsel, K. Ann Renninger, Ann Renninger Change and Development - Issues of Theory, Method, and Application (Hardcover)
Eric Amsel, K. Ann Renninger, Ann Renninger
R2,708 Discovery Miles 27 080 Ships in 12 - 17 working days

This book and the symposium on which it was based were designed to cross the boundaries of subdiscipline and theoretical orientation to address four critical issues in understanding development: explanation of change and development; the nature and process of change; forms of variability in performance; and the promotion of change through application.

The chapters suggest that change and development in target systems from cells to selves, may not be explainable, assessable, or promotable without careful reference to the context (social and otherwise) of the system, and that the process of change and development may involve variability of the system in addition to periods of stability. Together the chapters harken back to the spirit of the grand theory.

Instead of proposing a grand theory, they provide an excellent foundation for considering the importance of an individual's (or particular group's) context and variability, and discussions to facilitate thinking about what still needs to be worked out.

The Role of interest in Learning and Development (Paperback): K. Ann Renninger, Suzanne Hidi, Andreas Krapp, Ann Renninger The Role of interest in Learning and Development (Paperback)
K. Ann Renninger, Suzanne Hidi, Andreas Krapp, Ann Renninger
R1,488 Discovery Miles 14 880 Ships in 12 - 17 working days

Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.

The Power of Interest for Motivation and Engagement (Hardcover): K. Ann Renninger, Suzanne Hidi The Power of Interest for Motivation and Engagement (Hardcover)
K. Ann Renninger, Suzanne Hidi
R4,265 Discovery Miles 42 650 Ships in 12 - 17 working days

The Power of Interest for Motivation and Engagement describes the benefits of interest for people of all ages. Using case material as illustrations, the volume explains that interest can be supported to develop, and that the development of a person's interest is always motivating and results in meaningful engagement. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.

The Development and Meaning of Psychological Distance (Paperback): Rodney R. Cocking, K. Ann Renninger, Ann Renninger The Development and Meaning of Psychological Distance (Paperback)
Rodney R. Cocking, K. Ann Renninger, Ann Renninger
R1,653 Discovery Miles 16 530 Ships in 12 - 17 working days

One of the paradoxes in developmental theory is the child's simultaneous intrapsychic and interpsychic development. While the child is growing in mental capacity and struggling to define self, behaviors are also being learned whose function is to integrate self into a social network, which often means that egocentric behaviors are in conflict with sociocentric ones. This theory draws upon processes that promote both individual and social growth into a unified theory of development. A construct pertinent to almost all dimensions of psychological research, psychological distance is conceptualized as either the distance between what the learner understands and what still has to be understood (intrapsychic), or ways in which others adjust information for the learner in order to be fully comprehended (interpsychic). Psychological distance appears to serve both organizing and explanatory functions across seemingly diverse sets of theoretical and research questions, such as differentiation of self in personality development; conceptual representation in cognitive development; dialogue in the development of communication skills; information processing in cognitive science; regulatory mechanisms in the growth of control processes; and concept formation in cross-over areas of cognition, learning and thinking skills. This volume is based on papers presented as part of the Invitational Conference honoring Irving E. Sigel, Distinguished Research Scientist, at Educational Testing Service. In each of the chapters different models are utilized to account for the construct of psychological distance, and as such, to suggest extensions of Sigel's seminal work in this area. Together, these contributions form the basis of a discussion of psychological distance as a developmental construct -- a construct which permits serious consideration of individual differences as a function of both the process and the product of cognition and ecology.

The Cambridge Handbook of Motivation and Learning (Paperback): K. Ann Renninger, Suzanne E. Hidi The Cambridge Handbook of Motivation and Learning (Paperback)
K. Ann Renninger, Suzanne E. Hidi
R1,831 Discovery Miles 18 310 Ships in 12 - 17 working days

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

The Development and Meaning of Psychological Distance (Hardcover): Rodney R. Cocking, K. Ann Renninger, Ann Renninger The Development and Meaning of Psychological Distance (Hardcover)
Rodney R. Cocking, K. Ann Renninger, Ann Renninger
R3,992 Discovery Miles 39 920 Ships in 12 - 17 working days

One of the paradoxes in developmental theory is the child's simultaneous intrapsychic and interpsychic development. While the child is growing in mental capacity and struggling to define self, behaviors are also being learned whose function is to integrate self into a social network, which often means that egocentric behaviors are in conflict with sociocentric ones. This theory draws upon processes that promote both individual and social growth into a unified theory of development.
A construct pertinent to almost all dimensions of psychological research, "psychological distance" is conceptualized as either the distance between what the learner understands and what still has to be understood (intrapsychic), or ways in which others adjust information for the learner in order to be fully comprehended (interpsychic). Psychological distance appears to serve both organizing and explanatory functions across seemingly diverse sets of theoretical and research questions, such as differentiation of self in personality development; conceptual representation in cognitive development; dialogue in the development of communication skills; information processing in cognitive science; regulatory mechanisms in the growth of control processes; and concept formation in cross-over areas of cognition, learning and thinking skills.
This volume is based on papers presented as part of the Invitational Conference honoring Irving E. Sigel, Distinguished Research Scientist, at Educational Testing Service. In each of the chapters different models are utilized to account for the construct of psychological distance, and as such, to suggest extensions of Sigel's seminal work in this area. Together, thesecontributions form the basis of a discussion of psychological distance as a developmental construct -- a construct which permits serious consideration of individual differences as a function of both the process and the product of cognition and ecology.

Change and Development - Issues of Theory, Method, and Application (Paperback): Eric Amsel, K. Ann Renninger, Ann Renninger Change and Development - Issues of Theory, Method, and Application (Paperback)
Eric Amsel, K. Ann Renninger, Ann Renninger
R1,029 Discovery Miles 10 290 Ships in 12 - 17 working days

This book and the symposium on which it was based were designed to cross the boundaries of subdiscipline and theoretical orientation to address four critical issues in understanding development: explanation of change and development; the nature and process of change; forms of variability in performance; and the promotion of change through application. The chapters suggest that change and development in target systems from cells to selves, may not be explainable, assessable, or promotable without careful reference to the context (social and otherwise) of the system, and that the process of change and development may involve variability of the system in addition to periods of stability. Together the chapters harken back to the spirit of the grand theory. Instead of proposing a grand theory, they provide an excellent foundation for considering the importance of an individual's (or particular group's) context and variability, and discussions to facilitate thinking about what still needs to be worked out.

The Role of interest in Learning and Development (Hardcover): K. Ann Renninger, Suzanne Hidi, Andreas Krapp, Ann Renninger The Role of interest in Learning and Development (Hardcover)
K. Ann Renninger, Suzanne Hidi, Andreas Krapp, Ann Renninger
R4,018 Discovery Miles 40 180 Ships in 12 - 17 working days

Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance.
While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.

Building Virtual Communities - Learning and Change in Cyberspace (Hardcover): K. Ann Renninger, Wesley Shumar Building Virtual Communities - Learning and Change in Cyberspace (Hardcover)
K. Ann Renninger, Wesley Shumar
R2,080 R1,869 Discovery Miles 18 690 Save R211 (10%) Ships in 12 - 17 working days

This study examines how learning and cognitive change are fostered by online communities. The chapters provide a basis for thinking about the dynamics of Internet community building. They consider the role of the self or individual as a participant in virtual community, and the design and refinement of technology as the conduit for extending and enhancing the possibilities of community building in cyberspace. The volume will interest educators, psychologists, sociologists, and researchers in human-computer interaction.

Building Virtual Communities - Learning and Change in Cyberspace (Paperback): K. Ann Renninger, Wesley Shumar Building Virtual Communities - Learning and Change in Cyberspace (Paperback)
K. Ann Renninger, Wesley Shumar
R972 Discovery Miles 9 720 Ships in 12 - 17 working days

This study examines how learning and cognitive change are fostered by online communities. The chapters provide a basis for thinking about the dynamics of Internet community building. They consider the role of the self or individual as a participant in virtual community, and the design and refinement of technology as the conduit for extending and enhancing the possibilities of community building in cyberspace. The volume will interest educators, psychologists, sociologists, and researchers in human-computer interaction.

The Cambridge Handbook of Motivation and Learning (Hardcover): K. Ann Renninger, Suzanne E. Hidi The Cambridge Handbook of Motivation and Learning (Hardcover)
K. Ann Renninger, Suzanne E. Hidi
R4,957 Discovery Miles 49 570 Ships in 12 - 17 working days

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

The Power of Interest for Motivation and Engagement (Paperback): K. Ann Renninger, Suzanne Hidi The Power of Interest for Motivation and Engagement (Paperback)
K. Ann Renninger, Suzanne Hidi
R1,496 Discovery Miles 14 960 Ships in 12 - 17 working days

The Power of Interest for Motivation and Engagement describes the benefits of interest for people of all ages. Using case material as illustrations, the volume explains that interest can be supported to develop, and that the development of a person's interest is always motivating and results in meaningful engagement. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.

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