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Theories of Learning, Questions to distinguish each learning theory,…

- - - - Success: beliefs as to whether a student believes they will do well on an upcoming task- greater expected success= more motivation to engage with it
      - Task value= "why should I do this task"
        
        Intrinsic value
        
        Attainment Value
        
        Utility Value
        
        Cost
  - - - Higher self-efficacy= more engagement in more challenging tasks, work harder, persist longer when dealing with difficulties, and perform better
        
        Past performance (strongest factor which influences self-efficacy)
        
        Modeling
        
        Verbal Persuasion
        
        Psychological states
  - - - Mastery goals: focus on mastering new skills, gain increased understanding, improve competence. Success defined in terms of improvement and learning: Associated with positive achievement outcomes such as high levels of effort, interest in task, and use of deep learning strategies
        
        Avoidance focus- focus on avoiding not mastering task, errors indicate failure, judge performance based on standards of not being wrong
        
        Approach Focus: focus on mastery of learning, learn from errors, judge performance on standards of self-improvement/progress
      - Performance goals- focus on doing better than others and demonstrating competence; striving to best others, comparing self to others to make judgments about abilities and seeking favorable judgment from others: goals induce detrimental effects such as poor persistence, high anxiety, use of superficial strategies, and low achievement
        
        Approach focus- focus on outperforming others, errors indicate failure, judge performance based on normative standards of being the best performer.
        
        Avoidance focus- focus on avoiding failure, errors indicate failure, judge performance on normative standards of not being the worst performer.
  - - - Introjected Motivation: behaviors performed to maintain feeling of self-worth or feeling of guilt
      - Identified Motivation: individual perceives the value of an activity and considers it to be personally relevant
      - External Motivation: behaviors enacted to achieve a reward or avoid punishment
      - Integrated Motivation: value of an activity is fully integrated with a part of the self. Based on internalized importance of the activity, not interest.
  - - - Hidi and Renniger: Four-phase model of interest development.
        
        Maintained situational interest- focused attention and persistence over longer period of time. Person finds meaning in tasks or personal connection to the task.
        
        Emerging individual interest: transition to individual interest. Individual's tendency to reengage with tasks and generate own curiosity
        
        Situational interest sparked by environmental features (triggered situational interest)
        
        Well-Developed Individual Interest: deep seated interest with tendency to engage, with positive feelings, with a topic over an extended period of time.
  - - - Perceptual arousal: capture interest by arousing senses and emotions
      - Inquiry Arousal: cognitive level of curiosity- attracted to learning materials
      - Variability: variation needed in instruction methods- lose potency when used unvaringly
- - - - Radical behaviorism and operant conditioning
        
        Likelihood of response= motivation
        
        reinforcement= motivator
        
        Concepts of ABA: Reinforcement, Punishment, Reinforcement schedules. Scaffolding/task analyses. Must understand what is basically reinforcing for an individual and provide that reinforcement whenever desired behavior is illicit. Danger of reaching satiation of reinforcement which decreases motivation.
- - - - scaffolding (heavily dependent on verbal instruction and not relevant under all cultural circumstances)
- - - - Short Term Memory
        
        Long Term Memory
        
        Implicit (not conscious knowledge)
        
        Method of retrieval
        
        recognition
        
        relearning
        
        recall
        
        Explicit (Declarative memory)
        
        Episodic
        
        Semantic