APSY2032 Final Flashcards
(29 cards)
motivation
Physiological and psychological processes that cause us to behave in a specific way. Provides both fuel and direction for behavior.
components of motivation
interests, values, beliefs
Maslow’s hierarchy of needs
physiological, safety, love and belongingness, esteem, self-actualization
need for competence
a need to believe we can cope effectively with our environment
need for autonomy
sense of control over what we do and our environment
self-determination theory
intrinsic vs. extrinsic motivation
expectancy-value theory
Amount of motivation varies as a function of the VALUE of the goal-directed activity and the EXPECTATION of success in achieving the goal.
What determines the value of an activity?
intrinsic value (enjoyment), attainment value (central to your sense of self), utility value (usefulness for goals), cost (what you have to give up)
What determines the expectancy for success?
self-concept, stereotypes, beliefs about the nature of ability, mindsets (e.g. growth or fixed)
types of engagement
behavioral, cognitive, affective
ICAP framework
passive, active, constructive, interactive
receiving, manipulating, generating, dialoguing
problem solving
the process of figuring out how to reach a goal when the path to that goal is uncertain
operators
Actions that can be performed to approach or reach a goal. Acquired through: trial-and-error, direct instruction, analogies/examples
functional fixedness
Tendency to use objects and concepts in only their customary way, based on a schema. Leads to other possible approaches being overlooked.
mental set
Tendency to solve problems using a single specific approach, even when a different approach may be more productive. Often based on past experiences.
improving problem solving
define the problem, try different problem representations, increase your domain knowledge, sleep on it
routine problem
limited set of operations that can be used to reach the goal; the right path can be found using a systematic search
insight problem
it’s unclear what operations could be used to reach the goal; often follows incubation
How do older children learn word meanings?
non-verbal cues (like gestures), contextual cues, grammatical cues (structure of lang)
non-literal lang
related to RH
development of non-literal lang
3-4yo fail to understand nonliteral meaning, 6-8yo understand and make up jokes
syntactic dev: nature
Syntactic dev is guided by innate mechanisms. Minimal input is sufficient to trigger these mechanisms.
syntactic dev: nurture
Syntactic dev is based on generalizing patterns of speech children hear. Both amount and quality of input affect syntactic skills.
factors uniquely related to L2 acquisition
language distance and age of exposure
