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

Handbook of Intelligence

Handbook of human intelligence

1. What is practical intelligence? 2. The nature of intelligence 3. The specificity of practical intelligence: phenomenology and development 4. Practical intelligence in the workplace 5. Approaches to studying practical intelligence 6. Understanding practical intelligence: the role of tacit knowledge 7. Measuring tacit knowledge 8. The role of practical intelligence in civilian settings 9. Practical intelligence: an example from in the military workplace 10. Practical implications 11. Conclusions.

Practical Intelligence in Everyday Life

Part I. Basic Concepts: 1. Creativity research: a historical view Mark A. Runco and Robert S. Albert 2. Theories of creativity Aaron Kozbelt, Ronald A. Beghetto and Mark A. Runco 3. Assessment of creativity Jonathan A. Plucker and Matthew C. Makel 4. The roles of creativity in society Seana Moran Part II. Diverse Perspectives on Creativity: 5. Cognition and creativity Thomas B. Ward and Yuliya Kolomyts 6. The function of personality in creativity: the nature and nurture of the creative personality Gregory J. Feist 7. How does a visual artist create an artwork? Paul J. Locher 8. Organizational creativity: a systems approach Gerard J. Puccio and John F. Cabra 9. Creativity in highly eminent individuals Dean Keith Simonton 10. Everyday creativity: process and way of life - four key issues Ruth Richards 11. The neurobiological foundation of creative cognition Allison B. Kaufman, Sergey A. Kornilov, Adam S. Bristol, Mei Tan and Elena L. Grigorenko 12. Developmental approaches to creativity Sandra W. Russ and Julie A. Fiorelli 13. Educational creativity Jeffrey K. Smith and Lisa F. Smith 14. Cross cultural perspectives on creativity Todd Lubart 15. Evolutionary approaches to creativity Liane Gabora and Scott Barry Kaufman 16. Functional creativity: 'products' and the generation of effective novelty David Cropley and Arthur Cropley Part III. Contemporary Debates: 17. Is creativity domain specific? John Baer 18. The creativity-motivation connection Beth A. Hennessey 19. Individual and group creativity R. Keith Sawyer 20. Creativity and mental illness Paul J. Silvia and James C. Kaufman 21. The relationship between creativity and intelligence Kyung Hee Kim, Bonnie Cramond and Joyce VanTassel-Baska 22. Divergent thinking, creativity, and ideation Mark A. Runco 23. Creativity in the classroom Ronald A. Beghetto Part IV. Conclusion: 24. Constraints on creativity: obvious and not so obvious Robert J. Sternberg and James C. Kaufman.

https://assets.cambridge.org/97805217/30259/copyright/9780521730259_copyright_info.pdf

The Cambridge handbook of creativity.

The author presents a balance theory of wisdom. First, some alternative approaches to wisdom are reviewed, including philosophical, implicit theoretical, and explicit theoretical ones. Second, the ...

Robert J. Sternberg

Papers

Handbook of Intelligence

Handbook of human intelligence

Practical Intelligence in Everyday Life

The Cambridge handbook of creativity.

A Balance Theory of Wisdom