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Psych of Learning

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Psych of Learning

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Psychol Vicarious reinforcement – Watching someone behave

and you will copy their behaviour.


ogy of There are 3 types of modelling:

Learnin Live Model – Actual Person demonstrating the


behaviour

g& Verbal Model – Observing others' verbal expressions,


instructions, or statements.

Applied Symbolic Model – Observing models in a mediated or


indirect manner, such as through books, movies,
television, art, or other symbolic representations
Behavio rather than through direct, face-to-face observation
of a person.

ur: Some models are more effective than others in


attracting the learner's attention.
Learning by observation is not only about knowledge but about values, beliefs,
and behaviour as well.
Self-Regulated behaviour:
Self-Efficacy:
Self-confidence in particular activities. I am more likely to engage in the activities
that I am good at. Previous activities that I have been successful in. People who
have high self-efficacy will lead us to feel well and perform better. I will not
experience anxiety because I am not sure. It is affected by performance
accomplishments—what have I been successful in the past?
Children will learn faster when they observe. Teachers should optimise on the
Social Learning Theory. Modelling would be a faster way of what needs to be
done by the children. It is an alternative to shaping behaviours.
Teachers need to provide a variety of models.
Bandura's theories are too wide. End State for Bandura: I know I saw this model, I
remember it, and therefore, I repeat the action.

Motivation:
How we behave and what we decide to do is a function of motivation. Motivation
is an internal state of arousal. What motivated me to get out of bed this
morning? What pushes people in a particular behaviour and what engages us in
a particular activity?
The theory of learning is also a prediction – I predict what might happen.
To understand motivation, we understand what excites the individual.
What are the effects of motivation?
They increase our activity level.
Promotes initiation and persistence.
High cognitive engagement – We find meaning, monitor learning, and analyse
new and old information.
If you are deeply motivated about something you are more likely to do well in it.
Behaviourism Influence – The Drive Theory & Drive Reduction Theory.
Opponent Process Theory – Cannot stay in a state of euphoria all the time.
Maintaining a position of motivational normality.
Psychoanalytic – Freud focuses on life and death. What motivates us? We are
driven by life-or-death forces.

Harlow’s Monkey Experiment – Monkeys preferred warmth and comfort to food.

If I have a mundane task I have to increase my arousal. If I have a task that I


love, there is no need to increase arousal. I am not motivated to do tasks that
cause me high feelings of anxiety, if I perceive a task that I'm doing as
challenging, but it is manageable, then it is facilitating anxiety. A type of anxiety
that will allow you to perform your task. If you put me on the spot and I perceive
a task as challenging, then it is debilitating anxiety. A type of anxiety that will
hinder your performance and will make you lose focus.
Sources of Anxiety could be due to physical damage, personal appearance and
social image and impression. E.g. I don’t like going out because people will make
fun of me.

Abraham Maslow – Hierarchy of Needs


You cannot move up to the hierarchy if you do not have the lower needs
accomplished.
Until you reach self-actualisation needs- Highest level of needs.

Cognitive Theories – Focus on our thoughts, expectations and understanding of


the world. Focusing on extrinsic reasons may hinder your creativity and thus
motivation.
Intrinsic motivation – Lead to own initiative, meaningfulness, aiming for more
challenging aspects. It comes from within the person e.g. if you like studying
psychology, then you have a higher likelihood of doing well.
Particular Cognitive structures that motivate us: Learning goals, Value of subject
Matter, Attractiveness, Success/Failure attribution etc…
We need to distinguish between learning and performing goals. Learning goals
engage in activities to help learn. You need to know how to do the activity and
how to process it.
How I feel about something that I am going to do will have a role in affecting
motivation. If I feel that the task is going to be successful, then I will have high
motivation.
Self-Worth:
We all need self-worth. It makes us decide what we engage in and what we
avoid. If you do an activity and it’s a failure to protect your self-worth you blame
it on other. E.g. I did not pass because the lecturer does not like me, I can’t study
because I have to wash the dishes. This is known as Self-Handicap – I know why I
am failing yet I am finding excuses to blame it on other things.
Intrinsic motivational – You are learning transverse skills.
Locus Of Control – Attribution to causes of events around you.
Efforts going to have an effect as well.

5 prominent needs:
Need for Competence
Need for Achievement
Need for Affiliation
Need for Approval – Continuous seeking of approval may be detrimental. It
means that you have a low self-worth.
Need of Power

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