Samuel J. Messick - Böcker

This volume brings together leading researchers in a major new effort to bridge the historical gap between the domains of ability and personality. The result is a remarkable collection of chapters analyzing critical issues at the interface--style, structure, process, and context. Contributors address:* intelligence and its relation to temperament and character-hierarchical models of cognition and personality; judgmental data in personality research; and structural issues in ability and personality;* intelligence and conation-goal theories; the role of conation in the learning environment; motivation and arousal;* intelligence and style-stylistic preferences; the role of disposition; cognitive style and its measurement; test taking style; and* intelligence and personality in context-regularities of functioning; contextual effects in cultural variation; control and consistency; the concept of "successful intelligence."

Assessment in Higher Education brings together in one place most of the major issues confronting higher education in the 1990s. These include enhancing student access, development, and success in higher education; transforming admissions testing to meet expanding educational needs; resolving the politics of accountability by assessing quality outcomes of higher education; assuring fair assessment responsive to human diversity; and facing the technological future of higher education. An integrative thread that weaves through all of these issues is the concept of equity, especially as it bears on social justice in education and on fairness in assessment. Another integrative thread is the role of computer and multimedia technology not only in improving the efficiency and power of all the functions of higher education assessment, but also in revolutionizing the delivery of higher education itself.

This volume brings together leading researchers in a major new effort to bridge the historical gap between the domains of ability and personality. The result is a remarkable collection of chapters analyzing critical issues at the interface--style, structure, process, and context. Contributors address:* intelligence and its relation to temperament and character-hierarchical models of cognition and personality; judgmental data in personality research; and structural issues in ability and personality;* intelligence and conation-goal theories; the role of conation in the learning environment; motivation and arousal;* intelligence and style-stylistic preferences; the role of disposition; cognitive style and its measurement; test taking style; and* intelligence and personality in context-regularities of functioning; contextual effects in cultural variation; control and consistency; the concept of "successful intelligence."