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Pioneers of Neurobiology
This new memoir recounts stories gleaned from many years in the laboratory with students, postdoctoral fellows, and fellow scientists. Through these narratives, the author shares the amusing oddities and quirks of those friends, some of them Nobel Prize winners, others students or technicians. These informal chats give the reader a glimpse into the backsides of laboratories, the peculiar practical jokes perpetrated by supposedly serious scientists, and the joy and sheer fun of doing experiments.
Motivation, Intention, and Volition
In Honor of Professor Dr.Dr. h.c. Heinz Heinzhausen's 60th Birthday
Culture, Self, and, Motivation
The authors of the chapters in this volume—past and present collaborators of Marty Maehr, and a few of his former graduate students along the years—are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world. All, however, see their intellectual roots in Marty’s theoretical and empirical work. The chapters in this book are divided into two sections: Motivation and Self and Culture and Motivation. Clearly, the distinctions between these two sections are very blurry, as they are in Marty’s work. And yet, when the authors were asked to contribute their chapters, the research questions they addressed seemed to have formed two foci, with personal motivation and socio-cultural processes alternating as the core versus the background in the two sections.
Self-regulation of Learning and Performance
In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers th...
Development of Achievement Motivation
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
Information Theory and Quantum Physics
In this book, H. S. Green, a former student of Max Born and well known as an author in physics and in philosophy of science, presents an individual and modern approach to theoretical physics and related fundamental problems. Starting from first principles, the links between physics and information science are unveiled step by step: modern information theory and the classical theory of the Turing machine are combined to create a new interpretation of quantum computability, which is then applied to field theory, gravitation and submicroscopic measurement theory and culminates in a detailed examination of the role of the conscious observer in physical measurements. The result is a highly readable book that unifies a wide range of scientific knowledge and is essential reading for all scientists and philosophers of science interested in the interpretation and the implications of the interaction between information science and basic physical theories.
From Neuron to Brain
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Motivation for Achievement
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses...
