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.

/pdf/a-social-cognitive-approach-to-motivation-and-personality-4r18vjg2jg.pdf

A social-cognitive approach to motivation and personality

Evaluación dinámica: naturaleza y medición potencial de aprendizaje

Publisher Summary This chapter stresses that Arthur Jensen has amply validated the conjecture that there is a general factor of intelligence, and examines the general factor of intelligence The major problem confronting intelligence research is the focus on individual differences—both conceptually and methodologically Therefore, the chapter proposes an alternative componential analysis to analyze performance on test items of the kinds found on intelligence tests through information-processing components rather than psychometric factors Each component corresponds to one of the constituents underlying general cognitive ability, g The ultimate goal is to identify all such components underlying the general factor, as well as group and possibly even specific factors The chapter suggests that underlying the solution of analogies and related problems are three qualitative principles of cognition, which are explained in the chapter The data from research points out that information-processing techniques can be used to rediscover g

“My House is a Very Very Very Fine House” —But it is Not the Only House

Universities, like students, differ in their ability to learn and to recreate themselves. In this article, I present a 3-part model of institutional creative change for assessing universities as learning organizations that can move creatively into the future. The first part, prerequisites, deals with actual ability to change creatively and belief in the university's ability to change creatively. The second, main part deals with the institution's desire to change creatively, its desire to appear to change creatively, and its perceived actual or potential creative quality. The last part of the model deals with mediating variables: legitimacy of the creative-change agent, credibility of the creative-change agent, ownership of creative change, rate of creative change, and cultural compatibility of creative change.

A Model of Institutional Creative Change for Assessing Universities as Learning Organizations.

Some questions regarding the rationality of a demonstration of human rationality

Abstract Tests of creativity can meaningfully predict academic and other outcomes in schooling, over and above the prediction provided by standardized tests. However, for such prediction to occur, the tests must measure creativity in a meaningful way and success in school must in some way be linked to creative performance. We should change our tests and schooling to require the creativity that is so important for a world in which rapid change is the norm rather than the exception.

https://sciendo.com/pdf/10.1515/ctra-2018-0010

Robert J. Sternberg

Papers

Evaluación dinámica: naturaleza y medición potencial de aprendizaje

“My House is a Very Very Very Fine House” —But it is Not the Only House

A Model of Institutional Creative Change for Assessing Universities as Learning Organizations.

Some questions regarding the rationality of a demonstration of human rationality

Yes, Creativity Can Predict Academic Success!