This book presents the first comprehensive and systematic review of international research on the value of intellectual styles.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Li-fang Zhang is Professor of Psychology and Education at The University of Hong Kong. She has published dozens of academic book chapters and books, and is the (co)author of over 100 peer-reviewed journal articles and encyclopedic entries. Two of her award-winning monographs are entitled The Malleability of Intellectual Styles (Cambridge, 2013) and The Nature of Intellectual Styles (with Sternberg, 2006). Professor Zhang serves as Associate Editor of both the Journal of Educational Psychology and Educational Psychology, and is an editorial board member of several other psychology and education journals.
Inhaltsangabe
Part I. General Introduction: 1. Motivation for this book; Part II. Empirical Evidence: Two Classic Variables and Intellectual Styles: 2. Distinguishing intellectual styles from intelligence and personality; 3. Creativity and intellectual styles; Part III. Empirical Evidence: Academic Settings: 4. Intellectual styles in student learning processes and developmental outcomes; 5. Intellectual styles of school teachers and university academics; Part IV. Empirical Evidence: Non-Academic Settings and Style Preferences: 6. Intellectual styles in the workplace; 7. Intellectual styles among the mentally and physically disadvantaged; 8. Explicit and implicit intellectual style preferences; Part V. Concluding Remarks: 9. Conclusions, limitations, future directions, scientific significance, and practical implications; Epilogue.
Part I. General Introduction: 1. Motivation for this book; Part II. Empirical Evidence: Two Classic Variables and Intellectual Styles: 2. Distinguishing intellectual styles from intelligence and personality; 3. Creativity and intellectual styles; Part III. Empirical Evidence: Academic Settings: 4. Intellectual styles in student learning processes and developmental outcomes; 5. Intellectual styles of school teachers and university academics; Part IV. Empirical Evidence: Non-Academic Settings and Style Preferences: 6. Intellectual styles in the workplace; 7. Intellectual styles among the mentally and physically disadvantaged; 8. Explicit and implicit intellectual style preferences; Part V. Concluding Remarks: 9. Conclusions, limitations, future directions, scientific significance, and practical implications; Epilogue.
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