Class notes
Complete lecture notes Learning about Learning (PY1LAL)
- Course
- Institution
Complete, concise, and accurate lecture notes summarising the key content from Learning about Learning
[Show more]
Seller
Follow
imaangill22
Content preview
07/10/2020 PY1LAL – lecture 1 metacognitionMetacognition theory – thinking about thinking (Flavell, 1979)
Lawson (1984) knowledge and control of cognitive processes
Declarative Planning
Procedural Monitoring
Conditional Evaluating
Declarative – knowledge about yourself as a learner e.g. I am a visual learner
Procedural – knowledge about your learning strategies e.g. I learn better in the morning
Conditional – knowledge about when/why to use a strategy e.g. I practice past papers near exams
Examples of metacognitive strategies – teaching others, mind maps, self-testing, writing exam Qs
12/10/2020 PY1LAL – lecture 2 motivation
Motivation = ‘arouses us to action’ (Ormrod, 2004) & ‘affects what people learn’ (Schreiber, 2017)
Intrinsic motivation = a motivating internal drive (passion, altruism, enjoyment)
Extrinsic motivation = a motivating external incentive (deadline, approval, money – positive
or negative consequences)
Learning as intrinsically motivating – mastery orientation = focused on pursuing knowledge &
education – higher intrinsically motivated students get better results (Bergin & Reilly, 2015)
Learning is more effective without an extrinsic reward (Kuhnbander et al., 2016)
Maslow’s hierarchy - fulfilling deficiency needs to achieve the growth need is what motivates us
Undermining effect – extrinsic incentives can crowd out intrinsic motivation (Deci & Ryan, 1985) e.g.
wanting to clean but then being told to clean, so you are no longer motivated – incentives can
backfire when someone is enjoying a task but can be useful when there is no enjoyment at all
Murayama et al. (2010) = testing the undermining effect – control vs reward group for a fun task –
when given free time the control group (no incentive) voluntarily engaged with the activity vs the
reward group who were not motivated without the monetary incentive
, Striatal activation = less brain activity in the reward group once the reward was removed & the task
was voluntary vs equal activity/excitement for the control group across both sessions
Intrinsic vs extrinsic = quality vs quantity of work (Cerasoli, Nichlin & Ford, 2014)
Intrinsic motivation producing higher results – consistent with a mastery orientation
Extrinsic motivation can produce a higher quantity of work
Self-determination macro theory (Deci & Ryan) – autonomy, competence & relatedness
Traditional Western education = teacher rewards incentives & reduces intrinsic learning
Assessment motivation – assessment as an end goal makes it difficult to see the point of
learning beyond a mark scheme but wanting to do well in an exam = natural & intrinsic to
work towards as part of a mastery orientation
17/10/2020 PY1LAL – lecture 3 intelligence
History of testing intelligence
Galton (1880s) = coined eugenics & the idea of being ‘well born’
Binet (1905) = Binet-Simon intelligence scale to identify low achieving students & calculate
mental ages based on attention/problem solving not school taught facts
Stern (1912) = developed an intelligence quotient (mental age ÷ actual age x100)
Terman (1916) = standardised the Binet-Simon test & averaged IQ as 100 for expected
performance where mental & actual age equate (normal distribution)
Wechsler (1955) = Wechsler Adult Intelligence Scale (WAIS-IV) tests verbal reasoning,
working memory, comprehension, processing speed etc. & creates a normal distribution
g = umbrella construct that correlates many abilities & most tests of intelligence (mental energy)
g = memory, vocabulary, reasoning, spatial awareness, problem solving, task switching etc
g ≠ 100% the same as what it denotes e.g. g is not the same as memory other factors play a role
determining memory abilities like age
Positive manifold = high performance on one intelligence test is likely to connect to high
performance on others
Fluid intelligence = ability to use logic, reason & problem solve independent of learning (g)
Crystalised intelligence = grows with age like accumulating knowledge through experience
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller imaangill22. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $8.38. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
67474 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now