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PSYC 471 > Lecture 13: Why we Have Lost our Innate Interest in Reading > Flashcards

Lecture 13: Why we Have Lost our Innate Interest in Reading Flashcards

1
Q

Deci’s fundamental question

A

Why do people stop pursuing activities that formerly seemed to be highly self-rewarding?

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2
Q

examples of self-rewarding activities

A

childhood sport, musical instrument, reading for pleasure

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3
Q

Koestner’s reading trajectory

A

Koestner used to enjoy reading Hardy Boys books for pleasure as a kid but read less and less as he grew older

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4
Q

why are interests undermined?

A

because well-meaning adults try to motivate us using a toolkit

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5
Q

what does adults’ toolkit consist of?

A
  • Promising rewards (ex. grades)
  • Praise
  • Starting competitions (comparing kids)
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6
Q

how does Deci’s self-determination theory begin?

A

with intrinsic motivation

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7
Q

intrinsic motivation

A

the natural propensity to engage one’s interests and exercise one’s capacities

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8
Q

evolutionary benefit of intrinsic motivation

A
  • Humans are naturally inclined to show interest and try to develop their skills
  • This is very adaptive
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9
Q

Koestner and children’s books story

A
  • Koestner bought his nephew Harry Potter books. He read them and loved them
  • Koestner’s daughter wanted to read the Hunger Games and his wife asked him to read it with her. He also really enjoyed these books
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10
Q

Koestner and reading to his daughter story

A

Koestner and his wife (high SES family) would read to his daughter before bed

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11
Q

SES and reading

A
  • High SES families will read their kids 1000 hours by the time they’re 6 or 7
  • Low SES families will read their kids 10 hours by the time they’re 6 or 7
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12
Q

Koestner’s daughter’s 4th-grade teacher story (Kermie award)

A

Koestner’s daughter’s 4th-grade teacher had kids track the books that they read over the school year and the boy and girl who read the most books by the end of the year would get a Kermie award (stuffed Kermit the frog)

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13
Q

Kermie award implications

A
  • His daughter won the Kermie but ended up flying through the books and not paying attention to what she was reading
  • Instead of being intrinsically motivated, she became motivated by the prize
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14
Q

Koester’s daughter’s 5th-grade teacher story

A
  • Koestner’s daughter’s 5th-grade teacher wouldn’t let her read Harry Potter and made her read more challenging books instead
  • This constraints kids and challenges their natural inclination to read
  • Kids will naturally move onto more challenging material if you just leave them be
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15
Q

impact of extrinsic motivation on intrinsic motivation

A

Extrinsic motivation works against natural intrinsic motivation

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16
Q

Pizza Hut program

A

Eighteen years ago, Pizza Hut created a reading motivation program for children in grades K-6 called the BOOK IT!® National Reading Incentive Program. More than 20 million students participate in the program every year, which rewards them for their reading accomplishments with free pizza, praise and recognition.

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17
Q

impact of the Pizza Hut Program

A

This program undermines kids’ natural interest in reading

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18
Q

librarian on the Pizza Hut Program

A

“The rate of book reading increased astronomically…but the use of rewards changed the pattern of book selection (short books with large print became ideal). It also seemed to change the way children read. They were often unable to answer straightforward questions about the books. It also decreased the amount of reading kids did outside school.”

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19
Q

paradigm

A

a systematic way of studying a phenomenon

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20
Q

steps of the free choice paradigm

A
  • Pre-test to identify intrinsic activity
  • Random assignment to control vs. reward vs. unexpected reward condition
  • Performance period
  • Explicit ending of required activity
  • Free choice period (with observation)
21
Q

who developed the free choice paradigm?

A

Leper et al, 1973

22
Q

results of the free-choice paradigm

A
  • Rewarded participants spent half as much time on the task
  • Rewarded participants drew more, lower quality pictures
  • The unexpected reward didn’t undermine intrinsic motivation
  • The best kind of reward is one that you are surprised by
23
Q

free-choice paradigm and age

A

findings are consistent across age

24
Q

free-choice paradigm and culture

A

findings are consistent across cultures

25
Q

free-choice paradigm and types of activity

A

findings are consistent across type of activity

26
Q

free-choice paradigm and expected rewards

A

When the reward is expected, you’re more likely to undermine motivation

27
Q

free-choice paradigm and tangible vs. symbolic rewards

A

The type of reward doesn’t make a difference in terms of tangible vs. symbolic

28
Q

free-choice paradigm and physical vs. verbal rewards

A

Verbal rewards increase intrinsic motivation but physical rewards decrease it

29
Q

why can rewards impact intrinsic motivation?

A

they tell you something about your competence and autonomy

30
Q

when do we feel more intrinsic motivation?

A

when we feel more competent and autonomous

31
Q

other correlates of intrinsic motivation

A
  • Enjoyment
  • Pursuit of challenge
  • Cognitive flexibility and creativity
  • Spontaneity and expressiveness
  • Positive emotional tone in relating to others
32
Q

other underminers of intrinsic motivation

A
  • Threats of negative consequences
  • Surveillance
  • Deadlines
  • Evaluation
  • Goal imposition
  • Competition
33
Q

cognitive evaluation theory

A
  • Intrinsic motivation varies with perceived autonomy
  • Intrinsic motivation varies with perceived competence
34
Q

3 possible meanings of external events

A
  • Informational
  • Controlling
  • Amotivating
35
Q

what impacts intrinsic motivation for reading in school?

A
  • Rewards
  • Punishment
  • Negative reinforcement (threats)
  • Surveillance
  • Deadlines
  • Evaluation
  • Goal imposition
  • Competition
36
Q

Harter’s research on the impact of school on children’s intrinsic motivation

A
  • Surveys of children’s curiosity/interest (vs. pleasing teacher and getting grades)
  • Does the child work to satisfy their interest and curiosity or to satisfy the teacher, get marks and grades?
  • Found that curiosity decreases with grade
  • This isn’t the case for Montessori Schools
37
Q

why is there a drop in intrinsic motivation in junior high?

A
  • More evaluative
  • More competitive
  • More impersonal
  • More formal
38
Q

refinement of Harter’s research

A
  • Used a large, culturally diverse sample
  • Examined the relations to school performance
  • Found that intrinsic motivation drops by grade
  • Also found that the more that a kid can maintain their intrinsic motivation, the higher their grades
39
Q

most common question in response to Deci’s research

A

What about children who do not like to read? Wouldn’t it be okay to use a reward to get them interested?

40
Q

Deci’s solution to children who don’t like to read

A

you should ask yourself and the kid why they aren’t interested in reading

41
Q

the summer slide

A

low SES kids lose around 3 months of reading ability, while those who are high SES gain around 1 month

42
Q

learning to read vs. reading to learn

A
  • Up until grade 3, you learn to read
  • After grade 3, you read to learn
43
Q

instructional practices that promote reading motivation and comprehension

A
  • Encouraging choice
  • Providing interesting, relevant texts
  • Facilitating social interaction around books
  • Using hands-on activities to spark interest
  • Rewards had no effect (positive or negative)
44
Q

Allington et al., 2010 summer reading study method

A
  • Addressing summer reading setback among economically disadvantaged elementary school students
  • 1000 first-graders were assigned to the book fair condition
  • They picked 12 books from a wide variety
  • 500 in the control group got puzzle books
45
Q

Allington et al., 2010 summer reading study findings

A
  • there was a significant positive effect of books, especially for low SES
  • the “quality” of books did not matter
46
Q

Allington et al., 2010 summer reading study dependent variable

A

reading achievement 3 years later

47
Q

Deci’s tips for finding intrinsic motivation again

A
  • Look for the spark of interest
  • Don’t judge your reading
  • Try different formats
  • Trust that intrinsic motivation will lead to challenge
  • Use a progression
48
Q

free choice paradigm and salient rewards

A

When the reward is made more salient, you’re more likely to undermine motivation

49
Q

when is a reward most likely to undermine motivation?

A

when it’s salient, expected, physical, and puts your autonomy and competence into question

PSYC 471 (61 decks)

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