EDPT 511 - Motivation
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Instrumental-Incremental Concept of Ability | an individuals beliefs about their own ability, like a skill, can be increased through practice and effort
🗑
|
||||
| Entity Concept of Ability | ability is a stable trait of which individuals have a fixed amount and which is only modertately affected by practice and effort
🗑
|
||||
| Behavior Modification | the process of using reinforcement principles to change behavior
ex: calling on a student when she raises her hand to answer a question and ignoring her when she calls out an answer
🗑
|
||||
| Contingency Management | Using principles of operant conditioning to change a person's behavior by modifying discriminant stimuli or consequences
ex:changing contingencies 4 rewards in the classrm so specific set of pos. social behaviors are rewarded and time-out 4 antisoc. beha
🗑
|
||||
| Shaping | Providing reinforcement for behaviors that increasingly approximate the desired behaviors
ex: praising a child for opening a book, then for beginning, then for completing it
🗑
|
||||
| Token Economy | a system in which individuals receive or lose token that can be exchanged for a reward
ex: a poker chip is earned for every assignment turned in and later exhcnaged for extra recess time
🗑
|
||||
| Baseline behaviors | frequency of behaviors previous to intervention designed to increase or decrease it by reward or punishment
ex: proportion of homework assignments completed before a token economy intervention is implemented
🗑
|
||||
| Law of Effect | Principle of reinforcement theory in which behavior is assumed to be determined by its consequences
ex: students complete assignments because this behavior is rewarded
🗑
|
||||
| Operant Conditioning | establishing behavior (an operation) using the principles of reinforcement
ex: students learn to come into the classroom, sit at their desk, and begin work after recess
🗑
|
||||
| Positive Reinforcers (rewards) | a consequence that increases the probability of the behavior that is made contingent upon
ex: good grade; star; teacher praise; teacher attention
🗑
|
||||
| Punishment | a consequence that decreases the probability of the behavior that is made contingent upon
ex: bad grade; loss of privileges; public criticism
🗑
|
||||
| Negative Reinforcer | a consequence that increases the probability of a behavior if terminated or diminished
🗑
|
||||
| Extinguish | Terminating a behavior as the result of terminating positive reinforcers
ex: students stop doing homework when teacher stops grading it
🗑
|
||||
| instrinsic motivation | motivation to engage in an activity in the absence of any extrinsic reward or purpose
🗑
|
||||
| competence motive | natural disposition to engage in tasks and activities that contribute to learning and development
🗑
|
||||
| internal locus of Causality | perception of engaging in an activity by personal preference
🗑
|
||||
| External Locus of Causality | Perception of engaging in an activity by personal preference
🗑
|
||||
| Discounting principle | Discounting a reason for engaging in an activity because another reason is more salient
🗑
|
||||
| Task Contingent Rewards | Rewards based on engaging in an activity or completing a task
🗑
|
||||
| Performance-Contingent Reward | Rewards based on achieving a specified level of performance
🗑
|
||||
| Individual Interest | Relatively stable evaluative orientation toward certain domains
🗑
|
||||
| Situational Interest | Emotional state aroused by specific features of an activity or task
🗑
|
||||
| Trait Anxiety | Proneness to a state of anxiety in evaluative contexts - a relatively stable personality characteristic
🗑
|
||||
| State Anxiety | A temporal state of anxiety in a particular evaluative context
🗑
|
||||
| Desensitization | Gradual introduction of increasingly threatening images and thoughts along with images and thoughts related to overcoming the threat
🗑
|
||||
| instrinsic motivation | motivation to engage in an activity in the absence of any extrinsic reward or purpose
🗑
|
||||
| competence motive | natural disposition to engage in tasks and activities that contribute to learning and development
🗑
|
||||
| Internal Locus of Causality | Perception of engaging in an activity by personal preference
🗑
|
||||
| External Locus of Causality | Perception of engaging in an activity for some external reward or for some reason other than personal preference
🗑
|
||||
| Discounting Principle | Discounting a reason for engaging in an activity because another reason is more salient
🗑
|
||||
| Task-Contingent Rewards | Rewards based on engaging in an activity or completing a task
🗑
|
||||
| Performance-contingent rewards | Rewards based on achieving a specified level of performance
🗑
|
||||
| Individual Interest | Relatively stable evaluative orientation toward certain domains
🗑
|
||||
| Situational Interest | Emotional state aroused by specific features of an activity or task
🗑
|
||||
| Proximal Goals | Short term goals that can be achieved relatively quickly
🗑
|
||||
| Distal Goals | Long term goals that may involve several steps
🗑
|
||||
| Attribution Retraining | making explicit statements to change a person's perceptions of the cause of failure (usually from ability to effort or strategy)
🗑
|
||||
| Undifferentiated task structure | students who work on the same tasks at the same time, and the nature of tasks varies little from day to day
🗑
|
||||
| unidimensional classroom | a classroom with an undifferentiated task structure in which valued performance outcomes are narrowly defined and social comparison information is salient
🗑
|
||||
| Differentiated Task structure | students work on different tasks at the same time and the nature of tasks varies from day to day
🗑
|
||||
| Multidimensional classroom | a classroom with a differentiated task structure in which many different kinds of performance are valued and social comparison information is salient
🗑
|
||||
| Mastery Learning | a program of instruction in which students move through the curriculum at their own pace, as a function of demonstrated mastery
🗑
|
||||
| Outcome-Based Education (OBE) | an instructional program that is guided by a set of well defined objectives, frequent assessment, and multiple opportunities to achieve the objectives
🗑
|
||||
| cooperative task structure | students work collaboratively with classmates, usually in small groups
🗑
|
||||
| Cooperative incentive structure | Students' rewards (eg. grades) are based on their group's performance
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
terryle
Popular Psychology sets