Affective Signatures [electronic resource] : Emotional Concomitants of Developmental Change / Ronald E. Walton and Lynn T. Goldsmith.
This exploratory study was designed to investigate the explanatory and predictive power of the transaction between affect and cognition in the account of transitions across developmental stages within various domains. Subjects were 21 undergraduate college students from a course on intellectual deve...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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MARC
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| 100 | 1 | |a Walton, Ronald E. | |
| 245 | 1 | 0 | |a Affective Signatures |h [electronic resource] : |b Emotional Concomitants of Developmental Change / |c Ronald E. Walton and Lynn T. Goldsmith. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED287574. | ||
| 500 | |a ERIC Note: Some pages contain small, light type. |5 ericd. | ||
| 520 | |a This exploratory study was designed to investigate the explanatory and predictive power of the transaction between affect and cognition in the account of transitions across developmental stages within various domains. Subjects were 21 undergraduate college students from a course on intellectual development taught at Tufts University (Massachusetts). Students were told to select some domain, such as juggling, photography, tennis, or chess; to study it for the term; and to reflect on their learning process during the semester. Data were obtained through weekly progress questionnaires completed by each subject after he or she had completed each lesson. Subjects rated their level of performance and assessed their feelings about their progress and overall level of ability. In addition, subjects completed a preliminary background questionnaire that covered their "metahobby" choice and expectations for progress. Subjects' teachers were asked to rate their students' level of ability at the beginning, middle, and end of term. Findings supported the notion that a person systematically experiences various emotions when learning the skills necessary to move from novice status toward mastery status. An overall mixture of emotions was generally experienced at moderate levels of ability, while more pronounced exclusivity of positively and negatively valenced emotions occurred at higher levels of performance. Subjects who thought they would progress far did so. (RH) | ||
| 650 | 1 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 1 | 7 | |a College Students. |2 ericd. |
| 650 | 1 | 7 | |a Emotional Experience. |2 ericd. |
| 650 | 1 | 7 | |a Expectation. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Hobbies. |2 ericd. |
| 650 | 1 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 1 | 7 | |a Skill Development. |2 ericd. |
| 700 | 1 | |a Goldsmith, Lynn T. | |
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