Conation: Its Historical Roots and Implications for Future Research

Militello, Laura G.; Gentner, F.C.; Swindler, Stephanie; Beisner, G.I.

doi:10.1109/cts.2006.31

Cited by 9 publications

(10 citation statements)

References 30 publications

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“…Despite variability in definitions of conativeness (Militello et al, 2006), the consensus is that it refers to a separable component of the mind (Hilgard, 1980). We found some support for the separability of Cognitive ToM from Affective and Conative ToM.…”

Section: Discussionmentioning

confidence: 99%

Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury

Dennis

Simić

Bigler

et al. 2013

Developmental Cognitive Neuroscience

100

124

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We studied three forms of dyadic communication involving theory of mind (ToM) in 82 children with traumatic brain injury (TBI) and 61 children with orthopedic injury (OI): Cognitive (concerned with false belief), Affective (concerned with expressing socially deceptive facial expressions), and Conative (concerned with influencing another’s thoughts or feelings). We analyzed the pattern of brain lesions in the TBI group and conducted voxel-based morphometry for all participants in five large-scale functional brain networks, and related lesion and volumetric data to ToM outcomes. Children with TBI exhibited difficulty with Cognitive, Affective, and Conative ToM. The perturbation threshold for Cognitive ToM is higher than that for Affective and Conative ToM, in that Severe TBI disturbs Cognitive ToM but even Mild-Moderate TBI disrupt Affective and Conative ToM. Childhood TBI was associated with damage to all five large-scale brain networks. Lesions in the Mirror Neuron Empathy network predicted lower Conative ToM involving ironic criticism and empathic praise. Conative ToM was significantly and positively related to the package of Default Mode, Central Executive, and Mirror Neuron Empathy networks and, more specifically, to two hubs of the Default Mode network, the posterior cingulate/retrosplenial cortex and the hippocampal formation, including entorhinal cortex and parahippocampal cortex.

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Section: Discussionmentioning

confidence: 99%

Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury

Dennis

Simić

Bigler

et al. 2013

Developmental Cognitive Neuroscience

100

124

View full text Add to dashboard Cite

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“…Historically, psychologists have invoked the concept of conation to support the intuition that the intention and motivation to act works in conjunction with cognition to influence performance and learning (Deci, Ryan, & Williams, 1996; Kanfer, Ackerman, & Heggestad, 1996; Militello, Gentner, Swindler, & Beisner, 2006; Snow, 1996; Wechsler, 1950; Wolters, Yu, & Pintrich, 1996). Conation, which is akin to will or drive, is abstractly defined as, “The aspect of mental processes or behavior directed toward action or change and including impulse, desire, volition, and striving” (“The American Heritage® Dictionary of the English Language,” 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Conation, which is akin to will or drive, is abstractly defined as, “The aspect of mental processes or behavior directed toward action or change and including impulse, desire, volition, and striving” (“The American Heritage® Dictionary of the English Language,” 2016). This broad definition has perhaps made it difficult to assess conation empirically (Militello et al, 2006), and measures of conation have typically relied on participants’ self-evaluation (Kanfer et al, 1996; Wolters et al, 1996). By reconceptualizing conation as persistence, or the sustained application of effort to overcome task difficulty, we were able to concretely operationalize the concept as performance differences that are independent of task ability on the WCST.…”

Section: Discussionmentioning

confidence: 99%

Cognitive persistence: Development and validation of a novel measure from the Wisconsin Card Sorting Test

et al. 2017

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The Wisconsin Card Sorting Test (WCST) has long been used as a neuropsychological assessment of executive function abilities, in particular, cognitive flexibility or “set-shifting.” Recent advances in scoring the task have helped to isolate specific WCST performance metrics that index set-shifting abilities and have improved our understanding of how prefrontal and parietal cortex contribute to set-shifting. We present evidence that the ability to overcome task difficulty to achieve a goal, or “cognitive persistence,” is another important prefrontal function that is characterized by the WCST and that can be differentiated from efficient set-shifting. This novel measure of cognitive persistence was developed using the WCST-64 in an adult lifespan sample of 230 participants. The measure was validated using individual variation in cingulo-opercular cortex function in a sub-sample of older adults who had completed a challenging speech recognition in noise fMRI task. Specifically, older adults with higher cognitive persistence were more likely to demonstrate word recognition benefit from cingulo-opercular activity. The WCST-derived cognitive persistence measure can be used to disentangle neural processes involved in set-shifting from those involved in persistence.

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“…Biggs and Tang (2011) has also been explicit in stating that student 'intention' is a central factor in their adopting either a deep, or some other, approach to learning. Intention is part of the conative domain (Militello, Gentner, Swindler, & Beisner, 2006). For a student who adopts a deep approach to learning, the intention, according to Biggs is, 'to engage with the task meaningfully and appropriately.…”

Section: (7) the Place Of Intentionalitymentioning

confidence: 99%

A critical comparison of transformation and deep approach theories of learning

Howie

Bagnall

2015

International Journal of Lifelong Education

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This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner-hence the case for a critical comparison. The critical analysis focused on similarities and differences between the two theories on a set of general criteria. It found that, while there are unacknowledged similarities, the differences are complementary, each theory suggesting a different way of considering the same territory, without excluding the other theory. The analysis strongly suggests the imperative for research findings from each theory to be used to inform practice and research through the other, although the literature reveals a lack of such cross-fertilization.

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Conation: Its Historical Roots and Implications for Future Research

Cited by 9 publications

References 30 publications

Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury

Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury

Cognitive persistence: Development and validation of a novel measure from the Wisconsin Card Sorting Test

A critical comparison of transformation and deep approach theories of learning

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