Attachment--and loss.

Principles of Language Learning and Teaching

In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

Thank you for downloading the growth of logical thinking from childhood to adolescence. Maybe you have knowledge that, people have look numerous times for their chosen books like this the growth of logical thinking from childhood to adolescence, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they cope with some harmful virus inside their laptop.

The Growth of Logical Thinking from Childhood to Adolescence

The Architecture Of Cognition

Students’ beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how scientists achieve through failures and struggles. We designed this instruction to challenge this belief, thereby improving science learning in classroom settings. A demographically diverse group of 402 9th and 10th grade students read 1 of 3 types of stories about eminent scientists that described how the scientists (a) struggled intellectually (e.g., made mistakes in investigating scientific problems, and overcame the mistakes through effort), (b) struggled in their personal life (e.g., suffered family poverty and lack of parental support but overcame it), or (c) made great discoveries (a control condition, similar to the instructional material that appears in many science textbooks, that did not describe any struggles). Results showed that participation in either of the struggle story conditions improved science learning postintervention, relative to that of students in the control condition. Additionally, the effect of our intervention was more pronounced for low-performing students. Moreover, far more students in either of the struggle story conditions felt connected to the stories and scientists than did students in the control condition. The use of struggle stories provides a promising and implementable instructional approach that can improve student motivation and academic performance in science and perhaps other subjects as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

/pdf/even-einstein-struggled-effects-of-learning-about-great-qkutsw9pwm.pdf

Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science

We explore how the communication concerns of non-native English speakers (NNS) and Americans relate to their perceptions of each other and decisions to interact. NNS identified their concerns in communicating with Americans, the perceived causes of their concerns, and the strategies they would employ to address these concerns. Americans noted their perceptions of NNS’ (heavy and mild) accents and identified factors that influence their perceptions of NNS and decisions to communicate with NNS. Results revealed that the more NNS attribute their communication concerns to Americans’ bias, the more likely they would avoid interacting with Americans. Results also suggested that Americans show a more favorable attitude toward mild accent NNS. We discuss the implications these findings have for international education and future research.

https://www.ojed.org/index.php/jis/article/download/288/221

Why Do International Students Avoid Communicating with Americans

“Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students' outcomes in education

Couples appear to help each other remember outstanding tasks (“to-dos”) by issuing reminders. We examine if women and men differ in the frequency with which they offer this form of mnemonic assistance. Five studies measure how heterosexual couples coordinate mnemonic work in romantic relationships. The first two studies demonstrate that men are assumed to do less of this form of mnemonic work (Study 1) and experience less societal pressure to do so than women do (Study 2). The next three studies suggest that men tend to do less of this mnemonic work than women do and that, when men do mnemonically help their partners, the help tends to involve errands for which they are stakeholders. This notion was evidenced in the greater accessibility of examples of women’s reminding acts than men’s reminding acts for both partners (Study 3) and in the less helpful reminders that men provided, compared to those women provided, as rated by both partners (Study 4a) and independent coders (Study 4b). These results converge on the possibility that men, relative to women, are less inclined to be concerned with keeping track of their partners” outstanding needs, perhaps because doing so is a behavior that is less strongly prescribed for men than for women. Implications for helping behavior and the possible consequences associated with performing disproportionate mnemonic work in relationships are discussed.

Gender Stereotypes and the Coordination of Mnemonic Work within Heterosexual Couples: Romantic Partners Manage their Daily To-Dos

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.

/pdf/motivating-students-stem-learning-using-biographical-3fxlwp5hik.pdf

Janet N. Ahn

Papers

Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science

Why Do International Students Avoid Communicating with Americans

“Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students' outcomes in education

Gender Stereotypes and the Coordination of Mnemonic Work within Heterosexual Couples: Romantic Partners Manage their Daily To-Dos

Motivating Students' STEM Learning Using Biographical Information