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This volume brings together leading researchers in a major new
effort to bridge the historical gap between the domains of ability
and personality. The result is a remarkable collection of chapters
analyzing critical issues at the interface--style, structure,
process, and context. Contributors address:
* intelligence and its relation to temperament and
character-hierarchical models of cognition and personality;
judgmental data in personality research; and structural issues in
ability and personality;
* intelligence and conation-goal theories; the role of conation in
the learning environment; motivation and arousal;
* intelligence and style-stylistic preferences; the role of
disposition; cognitive style and its measurement; test taking
style; and
* intelligence and personality in context-regularities of
functioning; contextual effects in cultural variation; control and
consistency; the concept of "successful intelligence."
This volume brings together leading researchers in a major new
effort to bridge the historical gap between the domains of ability
and personality. The result is a remarkable collection of chapters
analyzing critical issues at the interface--style, structure,
process, and context. Contributors address: * intelligence and its
relation to temperament and character-hierarchical models of
cognition and personality; judgmental data in personality research;
and structural issues in ability and personality; * intelligence
and conation-goal theories; the role of conation in the learning
environment; motivation and arousal; * intelligence and
style-stylistic preferences; the role of disposition; cognitive
style and its measurement; test taking style; and * intelligence
and personality in context-regularities of functioning; contextual
effects in cultural variation; control and consistency; the concept
of "successful intelligence."
In diesem Band wird mit der Lesekompetenz einer der drei zentralen
Kompetenzbereiche, die Gegenstand von PISA 2000 waren,
ausfuhrlicher behandelt. Es wird dabei insbesondere auf die fruhe
Entwicklung der Lesekompetenz eingegangen, auf wesentliche Prozesse
und Befunde zur Lesesozialisation und auf den schulischen Umgang
mit der Lesekompetenz.
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