Table Of Content

EDUCATIONAL PSYCHOLOGY REVIEW Vol. 12, No. 1 March 2000 CONTENTS Special Issue: Classroom Motivation Guest Editors: Bernard Weiner and Michael Shaughnessy Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective Bernard Weiner The Social Functions of Attributional Face-Saving Tactics Among Early Adolescents Jaana Juvonen The Paradox of Low Academic Achievement but High Self- Esteem in African American Students: An Attributional Account Collette van Laar Classroom Applications of Cognitive Theories of Motivation Nona Tollefson Lazy, Dumb, or Industrious: When Stereotypes Convey Attribution Information in the Classroom Christine Reyna Is Attribution Training a Worthwhile Classroom Intervention for K-12 Students With Learning Difficulties? Janna Siegel Robertson REFLECTIONS ON THE FIELD Conversations with Three Highly Productive Educational Psychologists: Richard Anderson, Richard Mayer, and Michael Pressley Kenneth A. Kiewra and John W. Creswell EDUCATIONAL PSYCHOLOGY REVIEW Vol. 12, No. 2 June 2000 CONTENTS Special Issue: Intelligence Part I Guest Editors: Robert J. Sternberg, Elena Grigorenko, and Michael Shaughnessy Educational Policy on Emotional Intelligence: Does It Make Sense? 163 John D. Mayer and Casey D. Cobb Intelligence and Achievement: A Behavioral Genetic Perspective Stephen A. Petrill and Bessie Wilkerson The Aptitude—Achievement Function: An Aid for Allocating Educational Resources, with an Advanced Placement Example William Lichten and Howard Wainer The Smarter Sex: A Critical Review of Sex Differences in Intelligence Diane F. Halpern and Mary L. LaMay Theme-Park Psychology: A Case Study Regarding Human Intelligence and Its Implications for Education Robert J. Sternberg and Elena L. Grigorenko EDUCATIONAL PSYCHOLOGY REVIEW Vol. 12, No. 3 September 2000 CONTENTS Special Issue: Intelligence Part Il Guest Editor: Elena Grigorenko Intelligence in the Wild: A Dispositional View of Intellectual Traits David Perkins, Shari Tishman, Ron Ritchhart, Kiki Donis, and Al Andrade Establishing Criteria for High Ability versus Selective Admission to Gifted Programs: Implications for Policy and Practice Barbara Louis, Rena F. Subotnik, Polly Smith Breland, and Michael Lewis The Ability-Achievement Discrepancy: Does It Contribute to Our Understanding of Learning Disabilities? Marianne S. Meyer Metacognition and Multiplicity: The Arts as Models and Agents Jessica Hoffmann Davis Intelligence and Educational Practices: Deja Vu All Over Again Elena L. Grigorenko EDUCATIONAL PSYCHOLOGY REVIEW Vol. 12, No. 4 December 2000 CONTENTS Stage, Sequence, and Sequels: Changing Conceptions of Morality, Post-Kohlberg Mary Louise Arnold Dynamic Assessment of Young Children: Educational and Intervention Perspectives David Tzuriel Exploring the Relationship Between Calibration and Self-Regulated Learning Nancy J. Stone REFLECTIONS ON THE FIELD An Interview with Richard E. Mayer: About Technology Jyrki Suomala and Michael F. Shaughnessy