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Complete lecture notes Learning about Learning (PY1LAL)
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- University Of Reading (UoR)
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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
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