People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

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Culture and the self: Implications for cognition, emotion, and motivation.

A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. The task for investigators of motivation and personality is to identify major patterns of behavior and link them to underlying psychological processes. In this article we (a) describe a research-based model that accounts for major patterns of behavior, (b) examine the generality of this model—its utility for understanding domains beyond the ones in which it was originally developed, and (c) explore the broader implications of the model for motivational and personality processes.

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A social-cognitive approach to motivation and personality

Preface Part I. Introduction: 1. Conceptions of intelligence Part II. The Triarchic Theory: subtheories: 2. The context of intelligence 3. Experience and intelligence 4. Components of intelligence Part III. The Triarchic Theory: tests: 5. Fluid abilities: inductive reasoning 6. Fluid abilities: deductive reasoning 7. Crystallised intelligence: acquisition of verbal comprehension 8. Crystallised intelligence: theory of information processing in real-time verbal comprehension 9. Social and practical intelligence Part IV. The Triarchic Theory: some implications: 10. Exceptional intelligence 11. Implications of the triarchic theory for intelligence testing Part V. Concluding Remarks: 12. Integration and implications 13. Integration and implications Methodological Appendix: Testing componential models via componential analysis References Indexes.

Beyond IQ: A Triarchic Theory of Human Intelligence

Part I. Introduction: 1. The concept of creativity: prospects and paradigms Robert J. Sternberg and Todd Lubart 2. A history of research on creativity Robert S. Albert and Mark Runco Part II. Methods for Studying Creativity: 3. Psychometric approaches to the study of human creativity Jonathan A. Plucker and Joseph Renzulli 4. Experimental studies of creativity Mark Runco and Shawn Okuda Sakamoto 5. The case study method and evolving systems approach for understanding unique creative people at work Howard E. Gruber and Doris Wallace 6. Creativity from a historiometric perspective Dean Keith Simonton Part III. Origins of Creativity: 7. Biological bases of creativity Colin Martindale 8. Evolving creative minds: stories and mechanisms Charles J. Lumsden 9. The development of creativity David Henry Feldman Part IV. Creativity, the Self and Environment: 10. Creative cognition Thomas B. Ward, Steven M. Smith and Ronald A. Finke 11. From case studies to robust generalizations: an approach to the study of creativity Emma Policastro and Howard Gardner 12. Creativity and knowledge: a challenge to theories Robert W. Weisberg 13. Creativity and intelligence Robert W. Weisberg and Linda O'Hara 14. The influence of personality on artistic and scientific creativity Gregory J. Feist 15. Motivation and creativity Mary Ann Collins and Teresa Amabile 16. Implications of a systems perspective for the study of creativity Mihaly Csikszentmihalyi Part V. Special Topics in Creativity: 17. Creativity across cultures Todd I. Lubart 18. Computer models of creativity Margaret A. Boden 19. Organizational creativity Wendy M. Williams and Lana T. Yang 20. Enhancing creativity Raymond S. Nickerson 21. Prodigies and creativity Michael J. A. Howe Part VI. Conclusion: 22. Fifty years of creativity research Richard E. Mayer.

Handbook of creativity

Ulric Neisser (Chair) Gwyneth Boodoo Thomas J. Bouchard, Jr. A. Wade Boykin Nathan Brody Stephen J. Ceci Diane E Halpern John C. Loehlin Robert Perloff Robert J. Sternberg Susana Urbina Emory University Educational Testing Service, Princeton, New Jersey University of Minnesota, Minneapolis Howard University Wesleyan University Cornell University California State University, San Bernardino University of Texas, Austin University of Pittsburgh Yale University University of North Florida

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Intelligence: Knowns and unknowns.

If one wanted to select the best novelist, artist, entrepreneur, or even chief executive officer, one would most likely want someone who is creative. Indeed, today many CEOs are selected not for their pleasant personalities (it's hard to be perceived as pleasant when you may have to fire 20% of the company) or their learning and memory skills (they use computers or subordinates to remember the details for them), but for their creative vision of how to turn a company around. Creativity is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints) (Lubart, 1994; Ochse, 1990; Sternberg, 1988a; Sternberg & Lubart, 1991, 1995, 1996). Creativity is a topic of wide scope that is important at both the individual and societal levels for a wide range of task domains. At an individual level, creativity is relevant, for example, when one is solving problems on the job and in daily life. At a societal level, creativity can lead to new scientific findings, new movements in art, new inventions, and new social programs. The economic importance of creativity is clear because new products or services create jobs. Furthermore, individuals, organizations, and societies must adapt existing resources to changing task demands to remain competitive.

Robert J. Sternberg

Papers

Beyond IQ: A Triarchic Theory of Human Intelligence

Handbook of creativity

Intelligence: Knowns and unknowns.

The concept of creativity: Prospects and paradigms.

Advances in the psychology of human intelligence