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Feedback, Commitment — «Motivation Through Conscious Goal Setting» — (PDF/Video)

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Motivation+through+conscious+goal+setting+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Motivation through conscious goal setting" href="http://www.benjaminmadeira.com/search/label/psychology" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/x7irDU] The relationship between_______________________the study process, motivation resources, and motivation problems</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The study process ▶ https://goo.gl/ZpxJ77 ◀ is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. | #StudyProcess #Motivation #ResourcesAndProblems #EducationalSystems #UniversityStudies #StudyNotes </div> <br /> <br />

<div align="center"><div style="border-style: ridge ridge dashed; border-color: rgb(255, 255, 255); border-bottom: 1px dashed rgb(255, 255, 255); overflow: scroll; width: 100%; color: rgb(255, 255, 255); height: 336px; background-color: rgb(0, 0, 0);" align="center"><br />
<p><span style="color: rgb(255, 255, 255);font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px"  > <strong> 3 Reasons why... </strong></span></p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  ><br />
you’re still an intermediate level language learner:
</span> </p>

1) Most learners fail to set clear goals and develop healthy habits early on <br /> <br />

2) Most learners expect their progress to be linear, while in fact any skill development has diminishing marginal returns <br /> <br />

3) Most learners quickly reach a comfort zone in which they have trouble getting out of <br /> <br />

Most learners fail to set clear goals and develop healthy habits. <br /> <br />

Here are three quick questions for you: <br /> <br />

1) Have you set goals regarding your language learning? <br /> <br />

2) Have you written them down? <br /> <br />

3) Do you have a plan to accomplish them? <br /> <br />

If you’ve answered “no” to two or more of these questions, you need to grab a pen and a paper and get to work, now. According to the research of psychologists, neurologists, and other scientists, setting a goal invests ourselves into the target as if we’d already accomplished it. Having goals helps you to track your progress and gives you a sense of direction, which in turns help to increase motivation and reduces your chances of giving up. <a alt="Research conducted by Psychology professor Dr. Gail Matthews" href="http://www.dominican.edu/dominicannews/study-highlights-strategies-for-achieving-goals?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Psychology professor Dr. Gail Matthews"><font color="#FF4000">Research recently conducted by Psychology professor Dr. Gail Matthews shows</font></a> that people who wrote down their goals, shared this information with a friend, and sent weekly updates to that friend were on average 33% more successful in accomplishing their stated goals than those who merely formulated goals.  <br /> <br />

<a alt="Research conducted by Edwin A. Locke, a scientist at the University of Maryland" href="http://ac.els-cdn.com/S0962184996800059/1-s2.0-S0962184996800059-main.pdf?_tid=616fc952-8bfe-11e6-8fc2-00000aacb35e&acdnat=1475783715_e577fff436b56f87970c45f9eb03b925?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Edwin A. Locke, a scientist at the University of Maryland"><font color="#FF4000">Another study undergone by Edwin A. Locke, a scientist at the University of Maryland concludes</font></a> that “Goal-setting effects are quite robust, typically yielding a success rate of 90%, even including studies that made methodological and/or theoretical errors.” <br /> <br />
</strong> </span> </p>
 
<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  > 
Most learners expect their progress to be linear.
</span> </p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:22px;font-weight:bold;color:#848484"  > <strong> 
The improvement of skills works on a so-called “logarithmic scale” as opposed to linear, to put it in fancy terms. What this means is that as you get better, it gets harder and harder to improve. Elite athletes, for example, expend enormous effort to shave seconds off their best times, whereas novice athletes can shave minutes with just a little practice. The same goes for language learning: at the beginning you make quick improvements, since you’re essentially starting from a blank slate. But as you progress, you see diminishing returns proportional to the amount of time and effort that you put in. That’s a totally normal phenomenon, the key is simply to be prepared for it. <br /> <br />

As productivity author Scott Young says, “Assuming straight-line growth means overconfidence in long-term progress. As a result, it is easy to hit plateaus if the difficulty isn’t deliberately tuned to break your comfortable rhythm.” More importantly, Scott adds: <br /> <br />

"In logarithmic domains, two mindsets are important. In the beginning, high-growth phase, the emphasis needs to be on maintaining long-term habits. Since growth is fast initially, care needs to be taken so that it won’t slide back down once effort is removed. In the later, low-growth phase, the emphasis needs to be on habit breaking. Since low-growth is often caused by calcifying routines, deliberate effort needs to be taken to break out of that comfort zone." <br /> <br />

However, there’s a plus side to reaching an intermediate stage in any given language, which shouldn’t be forgotten: once you have cleared the first hurdles of starting literally from scratch, learning becomes easier and so your enjoyment of the language and your mental stamina increase. We can spend much more time on real content, and that time is not restricted to language learning material anymore. We can talk with friends, watch TV and movies, read books. We are not deliberately spending time with the language anymore– we are using and enjoying it. We can spend countless, precious hours with the language. Let me tell you a little personal story: I’ve been learning Catalan for several months now, and at first, even though progress was a lot quicker, it was fairly hard at times to keep my motivation high because I had to go through a lot of language learning material rather than “real content.” But as I got to an intermediate stage, I really started enjoying a lot of material that any other native speaker would enjoy: watching movies and TV series, reading simple books, understanding the lyrics of songs, etc. It felt like I was no longer “studying”, but rather truly embracing and enjoying the language. Even though progress was a lot slower, it almost didn’t matter, because I wasn’t into the game to reach some kind of destination, but rather to enjoy the journey. Before this post gets too long, let’s turn our attention to the “low-growth” phase that swe were talking about a bit earlier, and why most of us fail to pierce through that barrier and instead choose to rest on our laurels by dabbling aimlessly in one or more foreign languages. <br />

Most learners quickly reach a comfort zone. <br /> <br />

Is your goal in life to be great, or is it to avoid discomfort? If we didn’t have to work hard to reach success, we wouldn’t appreciate it. Hard is what makes it great. Yet, in the back of our minds, somehow we all want to have it easy. We want to go through the smooth, paved, straight road to success, rather than the unbeaten bush. Let me tell you one thing: the straight, paved road doesn’t exist. Most people reach their “comfort zone” because they start telling themselves that their level is good enough. My career is “good enough.” My level of health is “good enough.” My Spanish is “good enough.” This phase is also sometimes called the “autonomous stage,” when we figure that we’ve gotten as good as we need to get (which doesn’t mean anything if you haven’t set yourself some clear goals in the first place) at the task and we’re basically running on autopilot. During that autonomous stage, we lose conscious control over what we’re doing. <br /> <br />

But what separates experts from the rest of us is that they focus on their technique, stay goal-oriented, and get constant and immediate feedback on their performance. Remember that when you want to get good at something, how you spend your time practicing is far more important than the amount of time you spend. In fact, in every domain of expertise that’s been rigorously examined, from chess to violin to basketball, studies have found that the number of years one has been doing something correlates only weakly with level of performance. Constant feedback is also crucial in order to rapidly push through a plateau, for example. Getting feedback is also helpful for learning what you’re doing right, which can give you a boost of confidence and help you realize that you are in fact making progress.. This serves to reinforce a positive mental attitude and helps keep you motivated. Don’t get stuck in the trap of ‘good enough’. There is no such thing as good enough, or even not enough. All that matters is how much you are doing. <br />
</strong> </span> </p>

</div></div>

<div class="JBMCode"> The study process has an important role in students' lives. It means that each student uses a unique way to prepare, learn, and remember new and difficult information. It can also be expressed as a students' tendency to search for meaning, memorize information, and succeed based on their intention to learn. Some students try to find and form a meaning, this process can be described as deep learning, while others try to memorize the subject without associating it with other subjects. Still others try to learn with the intention to succeed without finding and forming meanings (Biggs et al., 2001). Studies on this subject show that the study process of students varies according to their intentions (Ekinci, 2009, and Richardson, 2003). The study process may also include variables such as the students' previous education, features of the teaching and learning environments where they study, their epistemological beliefs, critical thinking, and academic success levels and grades (Richardson, 2003, Gijbels and Dochy, 2006 and Ekinci, 2009).  <br /><br />

Teachers must have knowledge about the study process of their students. Determining which deep and superficial approaches students use during studying will contribute to creating effective-learning environments. Teachers should have information about the learning approaches which are being used because this will provide an opportunity to take steps toward helping students with superficial-learning approaches to use deep-learning approaches. Educators should use different learning approaches and kinds of feed- back for motivation. <br /><br />

Motivation is a key for success and well-being. Motivation provides self-awareness to individuals by stimulating them (Gelona, 2011). It is also defined as a power that activates, maintains and directs goal-oriented behavior. Motivation is a prerequisite in the learning process and an important factor in academic success (Acat and Köşgeroğlu, 2006). Motivation is said to be related to such results as learning, performance, curiosity, and continuity in education. Therefore, educators should determine the relationships among motivation, academic success and learning and the factors that affect those subjects (Yoshida et al., 2008). Motivation resources and problems include internal, external and negative motivation (Acat and Köşgeroğlu, 2006). They can be classified as intrinsic motivation, extrinsic motivation and amotivation according to Ryan and Deci (2000). In intrinsic motivation, the main reason for performing the specific task is the individual's pleasure and satisfaction; whereas in the extrinsic motivation, the individual performs an action to get important results for him/her or for extrinsic award. Motivation problems emerge when individuals are unable to bring about a connection between their situations and the task or activity to be undertaken. This is defined as negative motivation or amotivation. Factors such as experiencing the effort of learning, seeing themselves as inadequate, being under pressure and having a fear of failure cause motivational problems in students. Motivation is one of the preconditions of learning. A student who is not motivated sufficiently is not ready for learning and therefore not using learning approaches (Ryan and Deci, 2000).  <br /> <br />

When students use their instinct for learning, their academic success level will inevitably increase. However, to promote this desire for learning, information should be given that arouses students' curiosity. Curiosity is only aroused when students consider information necessary. Therefore, educators should provide daily life-related information to students in both clinical environments and classrooms. Educators can motivate students to increase their personal efforts by boosting their eagerness to learn. Thus, educators should use active-learning strategies while giving information to students. For example, it cannot be expected that presenting information using speech which is ordinary, monotone and not self-renewing, generates motivation.  <br /> <br />

Educators should imbue students with the idea that they are not only students during their undergraduate education, but should remain students throughout their lifetimes.  <br /> <br />

Ryan and Deci (2000) argue that students' internal motivation should be high in terms of willingness to learn, and that knowing the external motivation resources and transforming them into internal motivation resources are important ways to increase professional motivation.  <br /><br />

when the internal motivation and negative motivation increases, the deep-learning approach increases. Also when the external motivation increases, the superficial approach increases. Students who adopt the deep-learning approach aim to understand. Therefore, their internal motivation is higher. These results indicated that the superficial approach is based on external motivation or the fear of failure. <br /><br />

The characteristics of the education system, the learning environment, teachers, and academic and social self-perception are also variables that may affect learning approaches. The sociodemographic characteristics like grade, income and family type affect also deep learning. </div> <br /> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Motivation through conscious goal setting," by Edwin A. Locke, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <span style='font-size:20px;'>Sources / References :</span> </span> <br /><br />

• [1] <b>Acat</b>, M.B., Köşgeroğlu, N., 2006. <a alt="Motivations resources and problems scale" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-33845313617&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a1#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Motivations resources and problems scale"><font color="#FF4000">Motivation's resources and problems scale</font></a>. Anatol. J. Psychiatry 7, 204–210. <br /> <br />

• [2] <b>Biggs</b>, J., Kember, D., Leung, D.Y., 2001. <a alt="The revised two-factor study process questionnaire" href="https://drive.google.com/file/d/0B4kGy0lOHL12RjJpNi0zdkNnSTg/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="The revised two-factor study process questionnaire"><font color="#FF4000">The revised two-factor study process questionnaire</font></a>: RSPQ-2F. Br. J. Educ. Psychol. 71 (1), 133–149 <br /> <br />

• [3] <b>Ekinci</b>, N., 2009. <a alt="Learning approaches of university students" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-84892923404&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a10#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Learning approaches of university students"><font color="#FF4000">Learning approaches of university students</font></a>. Educ. Sci. 34 (151), 74–88. <br /> <br />

• [4] <b>Gelona</b>, J., 2011. Does thinking about motivation boost motivation levels? Coach. Psychol. 7(1),42–48. <br /> <br />

• [5] <b>Gijbels</b>, D., Dochy, F., 2006. <a alt="Students assessment preferences and approaches to learning" href="https://perswww.kuleuven.be/~u0015308/Publications/CEDS_A_184968_O.pdf?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Students assessment preferences and approaches to learning"><font color="#FF4000">Students' assessment preferences and approaches to learning: can formative assessment make a difference?</font></a> Educ. Stud. 32 (4), 401–411. <br /> <br />

• [6] <b>Richardson</b>, J.T.E., 2003. <a alt="Approaches to studying and perceptions of academic quality" href="https://drive.google.com/file/d/0B4kGy0lOHL12WkdUSlNLTEZQQWc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Approaches to studying and perceptions of academic quality"><font color="#FF4000">Approaches to studying and perceptions of academic quality in a short web based course</font></a>. Br. J. Educ. Technol. 34 (4), 433–442. <br /> <br />

• [7] <b>Ryan</b>, R., Deci, E.L., 2000. <a alt="Intrinsic and extrinsic motivation" href="http://ac.els-cdn.com/S0361476X99910202/1-s2.0-S0361476X99910202-main.pdf?_tid=551a9afe-8c1e-11e6-8097-00000aacb361&acdnat=1475797438_b0abd6d73b553e15e764774679782a76?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Intrinsic and extrinsic motivation"><font color="#FF4000">Intrinsic and extrinsic motivation: classic definition and new directions</font></a>. Contemp. Educ. Psychol. 25, 54–67 <br /> <br />

• [8] <b>Yoshida</b>, M., et al., 2008. <a alt="Factors influencing the academic motivation of individual college students" href="https://drive.google.com/file/d/0B4kGy0lOHL12SUJQUW1EYklUY2c/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Factors influencing the academic motivation of individual college students"><font color="#FF4000">Factors influencing the academic motivation of individual college students</font></a>. Int. J. Neurosci. 118, 1400–1411.

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Feedback, Commitment — «Motivation Through Conscious Goal Setting» — (PDF/Video)

Motivation - Photo: © Creative Commons / illustration — [https://goo.gl/x7irDU] The relationship between______________...

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Witty, Erudite, Stimulating, Provocative — «How The Mind Works» — The Language Instinct [PDF/MP3]

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> How The Mind Works </font></a> - Photo: <a href="https://www.google.com/#q=How+The+Mind+Works+Steven+Pinker+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="How The Mind Works, Steven Pinker"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="How The Mind Works, Steven Pinker" href="http://www.benjaminmadeira.com/search/label/steven-pinker" style="text-decoration: none;" target="_blank" title="How The Mind Works, Steven Pinker"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/Nj9iv3] Man does not live by bread alone,_______________________nor by know-how, safety, children, or sex. People everywhere spend as much time as they can afford on activities that, in the struggle to survive and reproduce, seem pointless.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Steven Pinker ▶ http://goo.gl/YB4ijv ◀ We don't understand how the mind works—not nearly as well as we understand how the body works, and certainly not well enough to design Utopia or to cure unhappiness | #Society #Psychology #CognitiveScience #Sociology #Reason #Ethics </div> <br /><br />

<div class="JBMCode"> In all cultures, people tell stories and recite poetry. They joke, laugh, and tease. They sing and dance. They decorate surfaces. They perform rituals. They wonder about the causes of fortune and misfortune, and hold beliefs about the supernatural that contradict everything else they know about the world. They concoct theories of the universe and their place within it. </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "How The Mind Works," by Canadian-American cognitive scientist Steven Pinker, 1997, <a name="pdf"> PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">How The Mind Works, Steven Pinker.</span></strong></div> <br />
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<center><strong><span style="font-size:18px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — How The Mind Works by Steven Pinker, MP3.  </span></span></strong></CENTER> <br />
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<a alt="How The Mind Works - Intro - Jungle" data-src="https://archive.org/download/EnglishTeacherLukeBenjaminMadeiraCom/English-Teacher-Luke-BenjaminMadeira-com.mp3" href="#" title="How The Mind Works - Intro - Jungle">How The Mind Works - Intro/Jungle - 15sec</a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/01MindWorks/01-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 01. How The Mind Works by Steven Pinker, MP3 - 44min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/02MindWorks/02-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 02. How The Mind Works by Steven Pinker, MP3 - 43min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/03MindWorks/03-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 03. How The Mind Works by Steven Pinker, MP3 - 44min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/04MindWorks/04-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 04. How The Mind Works by Steven Pinker, MP3 - 43min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/05MindWorks/05-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 05. How The Mind Works by Steven Pinker, MP3 - 43min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/06MindWorks/06-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 06. How The Mind Works by Steven Pinker, MP3 - 42min </span> </a> </li>

<li><a alt="How The Mind Works by Steven Pinker" data-src="https://archive.org/download/07MindWorks/07-Mind-Works.mp3?source=http://www.benjaminmadeira.com/2016/06/how-mind-works.html" href="#" title="How The Mind Works by Steven Pinker"> <span style="font-size:20px"> 07. How The Mind Works by Steven Pinker, MP3 - 41min </span> </a> </li>

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Witty, Erudite, Stimulating, Provocative — «How The Mind Works» — The Language Instinct [PDF/MP3]

How The Mind Works - Photo: © Creative Commons / illustration — [http://goo.gl/Nj9iv3] Man does not live by bread alone...

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Understanding — «Motivation and emotion: in education, work, therapy, sports, home» — [PDF/Video]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Understanding+motivation+and+emotion+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Understanding motivation and emotion"><font color="#FF4000"> © 123rf</font></a> / <a alt="Understanding motivation and emotion" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Understanding motivation and emotion"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/kiy3cZ] Engagement refers to the behavioral intensity, emotional quality, and personal investment in another person’s involvement during an activity_______________________To monitor another’s engagement, one needs to keep track of that person’s behavior, emotion, cognition, and voice (Reeve 2014, p. 11).</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Motivation is a private, unobservable, and seemingly mysterious experience ▶ https://goo.gl/U5GFzt ◀ The study of motivation concerns those processes that give behavior its energy and direction. Energy implies that behavior has strength—that it is relatively strong, intense, and persistent. Direction implies that behavior has purpose—that it is aimed or guided toward achieving some particular goal or outcome. ↠ #Motivation #Emotions</div> <br /><br />

<div class="JBMCode"> «In the study of motivation, it is not enough to ask why a person practices a sport, why a child reads books, or why an adolescent refuses to sing in the choir. To gain a sophisticated understanding of why people do what they do, we must also ask why athletes begin to practice in the first place. What energizes their effort hour after hour, day after day, season after season? Why do these athletes practice one particular sport rather than another? Why are they practicing now rather than, say, hanging out with their friends? When they do practice, why do these athletes quit for the day, or quit during their lifetimes? These same questions can be asked of children as they read books: Why begin? Why continue reading past the first page? Past the first chapter? Why pick that particular book rather than one of the other books sitting on the shelf? Why stop reading? Will their reading continue in the years to come?.» (Reeve 2014, p. 6) </div> <br /><br />

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<div style="text-align: center"> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Johnmarshall Reeve: Understanding motivation and emotion, 2014.</span></strong></div> <br />
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<div class="citajbm"> <b>INTRINSIC MOTIVATION CONCEPTUALIZED</b> <br />
"Intrinsic motivation is based in the innate, organismic needs for competence and self-determination. It energizes a wide variety of behaviors and psychological processes for which the primary rewards are the experiences of effectance and autonomy. Intrinsic needs differ from primary drives in that they are not based in tissue deficits and they do not operate cyclically, that is, breaking into awareness, pushing to be satisfied, and then when satisfied, receding into quiescence. Like drives, however, intrinsic needs are innate to the human organism and function as an important energizer of behavior. Furthermore, intrinsic motivation may interact with drives in the sense of either amplifying or attenuating drives and of affecting the way in which people satisfy their drives." <br /> <br />

"The intrinsic needs for competence and self-determination motivate an ongoing process of seeking and attempting to conquer optimal challenges. When people are free from the intrusion of drives and emotions, they seek situations that interest them and require the use of their creativity and resourcefulness. They seek challenges that are suited to their competencies, that are neither too easy nor too difficult. When they find optimal challenges, people work to conquer them, and they do so persistently. In short, the needs for competence and self-determination keep people involved in ongoing cycles of seeking and conquering optimal challenges."<br /> <br />

"A challenge' is something that requires stretching one's abilities, trying something new. One way to conceptualize challenge is in terms of an incongruity between one's internal structures and aspects of the external world. Thus, to seek an optimal challenge is to seek an optimal incongruity. People seek incongruities in order to reduce them and to incorporate the discrepant elements into their existing structures. Intrinsically motivated behavior, behavior motivated by the needs for competence and self-determination, therefore can be seen to involve an ongoing process of seeking and reducing optimal incongruities."<br /> <br />

"Emotions are integrally related to intrinsic motivation. The emotion of interest plays an important directive role in intrinsically motivated behavior in that people naturally approach activities that interest them. Interest is, to a large extent, a function of optimal challenge, though there are other factors that also influence people's developing interests. The emotions of enjoyment and excitement accompanying the experiences of competence and autonomy represent the rewards for intrinsically motivated behavior. These rewards are not properly called reinforcements, of course, because they neither reduce a tissue deficit (Hull, 1943) nor are operationally separate from the activity itself (Skinner, 1953)." <br /> <br />

"When people are intrinsically motivated, they experience interest and enjoyment, they feel competent and self-determining, they perceive the locus of causality for their behavior to be internal, and in some instances they experience flow. The antithesis of interest and flow is pressure and tension. Insofar as people are pressuring themselves, feeling anxious, and working with great urgency, we can be sure that there is at least some extrinsic motivation involved. Their self-esteem may be on the line, they may have deadlines, or some material reward may be involved." (Deci and Ryan 1985, pags. 32-34)<br /><br />

<b>Cognitive Evaluation Theory</b><br />
"Intrinsic motivation is the innate, natural propensity to engage one's interests and exercise one's capacities, and in so doing, to seek and conquer optimal challenges. Such motivation emerges spontaneously from internal tendencies and can motivate behavior even without the aid of extrinsic rewards or environmental controls. Intrinsic motivation is also an important motivator of the learning, adaptation, and growth in competencies that characterize human development. One would think from this description that intrinsic motivation is a ubiquitous phenomenon, and yet the examination of many settings suggests just the opposite. In factories and classrooms, offices and kitchens, one finds evidence of boredom, alienation, and inactivity. There appears to be a strong indication that people are prone to disinterest and stagnation." (Deci and Ryan 1985, pag. 43)<br /> <br />

<b>INTERPERSONAL CONTEXTS</b><br />
"The traditional language of empirical psychology suggests, and indeed research has shown, that environments play an important role in the determination of behavior. However, when one considers what constitutes an environment, one realizes that the most salient aspects are rarely concrete events such as rewards or feedback, but are usually the other people who are dispensing the rewards and feedback. For example, when you feel controlled at work, you are not likely to experience yourself as controlled by the reward structure itself, but rather by your employer through the reward structure. Similarly, if you were to receive positive feedback for your performance, the meaning of that feedback would be grounded in the interpersonal context of that communication as much as in the words per se. As Watzlawick, Beavin, and Jackson (1967) put it, the analog aspect or metamessage of a communication often carries as much or more weight as the digital aspect or literal content. Similarly, we suggest that the interpersonal context within which an event such as a reward or·feedback is administered will meaningfully influence the impact of that event; in other words, the interpersonal context gives the event its metamessage." (Deci and Ryan 1985, pag. 88)

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <span style='font-size:20px;'>Sources :</span>  </span> <br /><br />

• [1] <b>Deci</b>, Edward L., Richard M. Ryan. <i>Intrinsic motivation and self-determination in human behavior (Perspectives in Social Psychology)</i>. New York: Plenum Press, 1985. <br /><br />

• [2] Hull, Clark Leonard. <i>Principles of behavior: An introduction to behavior theory</i>. New York: AppletonCentury-Crofts, 1943. <br /><br />

• [3] <b>Reeve</b>, Johnmarshall. <i>Understanding motivation and emotion</i>. Iowa: John Wiley & Sons, 2014 (5th Ed.).<br /><br />

• [4] <b>Ryan</b>, Richard M. and Edward L. Deci. "<a alt="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions" href="https://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf?origin=http://www.benjaminmadeira.com/2016/06/motivation-emotion.html" style="text-decoration: none;" target="_blank" title="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions"><font color="#FF4000">Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions</font></a>." Contemporary educational psychology 25.1 (2000): 54-67. <br /> <br />
——— "<a alt="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being" href="https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf?origin=http://www.benjaminmadeira.com/2016/06/motivation-emotion.html" style="text-decoration: none;" target="_blank" title="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being"><font color="#FF4000">Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being</font></a>." American psychologist 55.1 (2000): 68.  <br /><br />

• [5] <b>Shapiro</b>, David. <i>Autonomy and rigid character</i>. New York: Basic Books, 1981. <br /><br />

• [6] <b>Skinner</b>, Burrhus Frederic. <i>Science and human behavior</i>. The Macmillan Company, 1965. <br /><br />

• [7] <b>Watzlawick</b>, Paul, Janet Helmick Beavin, and Don Jackson. <i>Pragmatics of human communication: A study of interactional patterns, pathologies and paradoxes</i>. New York: Norton, 1967(2011). <br /><br />

• [8] <b>White</b>, Robert W. "Ego and reality in psychoanalytic theory" (Psychological Issues Series, Monograph No. 11). New York: International Universities Press, 1963. <br /><br />

• [9] <b>Wolstein</b>, Benjamin. "The psychoanalytic theory of unconscious psychic experience." Contemporary psychoanalysis, 1982, 18.3, 412-437. <br /><br />

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Intrinsic+motivation+and+self+determination+in+human+behavior+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Intrinsic motivation and self-determination in human behavior"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Intrinsic motivation and self-determination in human behavior" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Intrinsic motivation and self-determination in human behavior"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/BUlZ8d] "Is motivation a desire? A feeling? A way of thinking? A process or a set of processes? A striving? A need, or a collection of needs?" (Reeve 2014, p. 2) What motivates me?_______________________Challenges motivate me!</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Intrinsic motivation ▶ https://goo.gl/IcpD3E ◀ Ed Deci, renowned psychologist, the co-founder of Self-Determination theory, is one of the most quoted of all contemporary psychologists ↠ #EvolutionaryPsychology #IntelectualAutonomy #PsychicTriggers #HumanBehavior #Emotions</div> <br /><br />

<div class="JBMCode"> «In psychoanalytic theory this motivational force is generally referred to as independent ego energy. The term refers to the fact that the energy of the ego, which is the portion of the personality structure responsible for volitional responding, rational processes, exploration, and play, had originally been hypothesized to be derivative from, rather than independent of, the basic drives of the id. Although many psychoanalytic theories (e.g., Rapaport, 1960) continue to hold the derivative view, some psychoanalytic theorists ascribe to the ego its own, innate energy source and view much of the development of the ego in terms of the unfolding of inherent potentials rather than merely the outcome of conflicts between the id and the social environment (e.g., Shapiro, 1981; White, 1963; Wolstein, 1982).» (Deci and Ryan 1985, pag. 5) </div> <br /><br />

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<div style="text-align: center"> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.</span></strong></div> <br />
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<div class="citajbm"> <b>INTRINSIC MOTIVATION CONCEPTUALIZED</b> <br />
"Intrinsic motivation is based in the innate, organismic needs for competence and self-determination. It energizes a wide variety of behaviors and psychological processes for which the primary rewards are the experiences of effectance and autonomy. Intrinsic needs differ from primary drives in that they are not based in tissue deficits and they do not operate cyclically, that is, breaking into awareness, pushing to be satisfied, and then when satisfied, receding into quiescence. Like drives, however, intrinsic needs are innate to the human organism and function as an important energizer of behavior. Furthermore, intrinsic motivation may interact with drives in the sense of either amplifying or attenuating drives and of affecting the way in which people satisfy their drives." <br /> <br />

</div> <br /><br />

• [1] <b>Deci</b>, Edward L., Richard M. Ryan. <i>Intrinsic motivation and self-determination in human behavior (Perspectives in Social Psychology)</i>. New York: Plenum Press, 1985.  <br /> <br />
——— "<a alt="Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health" href="http://anitacrawley.net/Articles/Deci%20and%20Ryan.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health"><font color="#FF4000">Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health</font></a>." Canadian Psychology/Psychologie canadienne 49.3 (2008): 182.  <br /> <br />

• [2] <b>Gagné</b>, Marylène, and Edward L. Deci. "<a alt="Self‐determination theory and work motivation" href="http://jwalkonline.org/docs/Grad%20Classes/Fall%2007/Org%20Psy/Cases/motivation%20articles/PERUSED/sdt%20and%20work%20motivation.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Self‐determination theory and work motivation"><font color="#FF4000">Self‐determination theory and work motivation</font></a>." Journal of Organizational behavior 26.4 (2005): 331-362.

• [3] <b>Hull</b>, Clark Leonard. <i>Principles of behavior: An introduction to behavior theory</i>. New York: AppletonCentury-Crofts, 1943. <br /><br />

• [4] <b>Nilsen</b>, Hallgeir. "<a alt="Influence on student academic behaviour through motivation, self-efficacy and value-expectation" href="http://iisit.org/Vol6/IISITv6p545-556Nilsen598.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Influence on student academic behaviour through motivation, self-efficacy and value-expectation"><font color="#FF4000">Influence on student academic behaviour through motivation, self-efficacy and value-expectation: An action research project to improve learning</font></a>." Issues in Informing Science and Information Technology 6 (2009): 545-556. <br /><br />

• [5] <b>Oudeyer</b>, Pierre-Yves, and Frederic Kaplan. "<a alt="How can we define intrinsic motivation?" href="http://www.pyoudeyer.com/epirob08OudeyerKaplan.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="How can we define intrinsic motivation?"><font color="#FF4000">How can we define intrinsic motivation?</font></a>." Proceedings of the 8th international conference on epigenetic robotics: modeling cognitive development in robotic systems. Lund University Cognitive Studies, 2008.

• [6] <b>Reeve</b>, Johnmarshall. <i>Understanding motivation and emotion</i>. Iowa: John Wiley & Sons, 2014 (5th Ed.).<br /><br />

• [7] <b>Ryan</b>, Richard M. and Edward L. Deci. "<a alt="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions" href="https://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions"><font color="#FF4000">Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions</font></a>." Contemporary educational psychology 25.1 (2000): 54-67. <br /> <br />
——— "<a alt="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being" href="https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being"><font color="#FF4000">Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being</font></a>." American psychologist 55.1 (2000): 68.  <br /><br />

• [8] <b>Ryan</b>, Richard M., Geoffrey C. Williams, Heather Patrick, and Edward L. Deci. "<a alt="Self-Determination Theory and Physical Activity" href="http://www.pseve.org/journal/UPLOAD/Ryan6b.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Self-Determination Theory and Physical Activity"><font color="#FF4000">Self-Determination Theory and Physical Activity: The Dynamics of Motivation and Development and Wellness</font></a>." New York: University of Rochester. Hellenic Journal of Psychology 6 (2009): 107-124. <br /><br />

• [9] <b>Ryan</b>, Richard M., Martin F. Lynch, Maarten Vansteenkiste, and Edward L. Deci. "<a alt="A look at theory and practice" href="https://www.apa.org/education/ce/motivation-autonomy.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="A look at theory and practice"><font color="#FF4000">Motivation and autonomy in counseling, psychotherapy, and behavior change: A look at theory and practice</font></a>." 39(2) 193 –260. The Counseling Psychologist, 2011. DOI: 10.1177/0011000009359313 <br /><br />

• [10] <b>Sailer</b>, Michael, Jan Hense, Heinz Mandl, and Markus Klevers. "<a alt="Psychological Perspectives on Motivation through Gamification" href="http://www.fml.mw.tum.de/fml/images/Publikationen/19_2.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Psychological Perspectives on Motivation through Gamification"><font color="#FF4000">Psychological Perspectives on Motivation through Gamification</font></a>." Interaction Design and Architecture(s) Journal - IxD&A, N.19, 2013, pp. 28-37<br /><br />

• [11] <b>Shapiro</b>, David. <i>Autonomy and rigid character</i>. New York: Basic Books, 1981. <br /><br />

• [12] <b>Skinner</b>, Burrhus Frederic. <i>Science and human behavior</i>. The Macmillan Company, 1965. <br /><br />

• [13] <b>Stone</b>, Dan N., Edward L. Deci, and Richard M. Ryan. "<a alt="Beyond talk: Creating autonomous motivation through self-determination theory" href="http://sdtheory.s3.amazonaws.com/SDT/documents/2009_StoneDeciRyan_JGM.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Beyond talk: Creating autonomous motivation through self-determination theory"><font color="#FF4000">Beyond talk: Creating autonomous motivation through self-determination theory</font></a>." Journal of General Management 34.3 (2009): 75. <br /><br />

• [14] <b>Watzlawick</b>, Paul, Janet Helmick Beavin, and Don Jackson. <i>Pragmatics of human communication: A study of interactional patterns, pathologies and paradoxes</i>. New York: Norton, 1967(2011). <br /><br />

• [15] <b>White</b>, Robert W. "Ego and reality in psychoanalytic theory" (Psychological Issues Series, Monograph No. 11). New York: International Universities Press, 1963. <br /><br />

• [16] <b>Whitehead</b>, James R. "<a alt="Physical activity and intrinsic motivation" href="https://www.presidentschallenge.org/informed/digest/docs/199305digest.pdf?origin=http://www.benjaminmadeira.com/2016/06/intrinsic-motivation.html" style="text-decoration: none;" target="_blank" title="Physical activity and intrinsic motivation"><font color="#FF4000">Physical activity and intrinsic motivation</font></a>." President's Council on Physical Fitness and Sports, 1993.

• [17] <b>Wolstein</b>, Benjamin. "The psychoanalytic theory of unconscious psychic experience." Contemporary psychoanalysis, 1982, 18.3, 412-437. <br /><br />

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> eBooks & eLearning </font></a> - Photo: <a href="https://www.google.com/#q=Theories+of+Human+Development+Malcolm+Watson+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Theories of Human Development"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Theories of Human Development" href="http://www.benjaminmadeira.com/search/label/human-development" style="text-decoration: none;" target="_blank" title="Theories of Human Development"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/1SaQD5] Taught By Professor Malcolm W. Watson, Ph.D., University of Denver, Brandeis University_______________________Did you know that the notion that children are different from adults, and require special care, is only about 200 years old?</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Theories of Human Development Lectures ▶ http://goo.gl/SGk9MO ◀ Did you know we can trace most of our modern ideas about children to just two renowned thinkers of the 17th and 18th centuries? ↠ #Education #Pedagogy #Psychology #Philosophy #Theories #HumanDevelopment #CognitiveDevelopment CognitiveMediation #MalcolmWatson </div> <br /><br />

<div class="JBMCode"> 01. Introduction-The Value of Theories <br /><br />
02. The Early History of Child Study <br /><br />
03. Two Worldviews-Locke vs. Rousseau <br /><br />
04. Later History-Becoming Scientific <br /><br />
05. Freud's Psychodynamic Theory <br /><br />
06. How We Gain Contact with Reality-The Ego <br /><br />
07. Freud's Psycho-Sexual Stages <br /><br />
08. Erikson's Psycho-Social Theory <br /><br />
09. Erikson's Early Stages <br /><br />
10. Identity and Intimacy <br /><br />
11. Erikson's Later Stages-Adult Development <br /><br />
12. Bowlby and Ainsworth's Attachment Theory <br /><br />
13. How Nature Ensures That Attachment Will Occur <br /><br />
14. Development of Secure and Insecure Attachments <br /><br />
15. Early Attachments and Adult Relationships <br /><br />
16. Bandura's Social Learning Theory <br /><br />
17. Bandura's Self-Efficacy Theory <br /><br />
18. Piaget's Cognitive-Developmental Theory <br /><br />
19. Piaget's Early Stages <br /><br />
20. Concrete Operations <br /><br />
21. Piaget's Last Stage <br /><br />
22. Vygotsky's Cognitive-Mediation Theory <br /><br />
23. Vygotsky's Zone of Proximal Development <br /><br />
24. Conclusions-Our Nature and Development </div> <br /> <br />

<CENTER><b><span style='color: blue; font-size: large;'>Click on the links <img alt="Click on the links to watch the videoclips" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNJx87chRjoe9A7gXA1eIeG3AEEBciFqin-snblzMry38-pthVsi2_xZ7CG_EaN7nWTFc4Dnd6_5_JUjoU-keSNUke0bOSs8uH9YVPU0J8jOyZkymmmWMwABhm79o968eH0pOuFP2W1JMw/s320/online-stats-BenjaminMadeira-com.gif" style="width: 35px; height: 35px; border: 0px none ;" title="Click on the links to watch the videoclips"/> below so you can watch the videoclips :: </span></b></CENTER><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=kL-5sCwEIU4&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 00. Intro - Prof. Malcolm Watson  - Theories of Human Development, MP4 - 1min. </a> <br /><br/>

• <a alt="The Value of Theories - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=CRViOYgznu8&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="The Value of Theories - Theories of Human Development"> 01. Introduction - The Value of Theories - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="The Early History of Child Study - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=taOszf85xLE8&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="The Early History of Child Study - Theories of Human Development"> 02. The Early History of Child Study - Theories of Human Development, MP4 - 28min. </a> <br /><br/>

• <a alt="The Early History of Child Study - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=dLFzmwDFz8U&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="The Early History of Child Study - Theories of Human Development"> 03. The Early History of Child Study - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="Later History-Becoming Scientific - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=bSsflpgpEcA&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Later History-Becoming Scientific - Theories of Human Development"> 04. Later History-Becoming Scientific - Theories of Human Development, MP4 - 30min. </a> <br /><br/>

• <a alt="Freuds Psychodynamic Theory - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=VJUMMgYXQcE&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Freuds Psychodynamic Theory - Theories of Human Development"> 05. Freud's Psychodynamic Theory - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="How We Gain Contact with Reality-The Ego - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=Dk_bMa44IZQ&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="How We Gain Contact with Reality-The Ego - Theories of Human Development"> 06. How We Gain Contact with Reality-The Ego - Theories of Human Development, MP4 - 30min. </a> <br /><br/>

• <a alt="Freuds Psycho-Sexual Stages - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=GyP53GfdEfo&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Freuds Psycho-Sexual Stages - Theories of Human Development"> 07. Freud's Psycho-Sexual Stages - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="Eriksons Psycho-Social Theory - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=etLbyhZE3Rw&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Eriksons Psycho-Social Theory - Theories of Human Development"> 08. Erikson's Psycho-Social Theory - Theories of Human Development, MP4 - 30min. </a> <br /><br/>

• <a alt="Eriksons Early Stages - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=AyvDbwFvVz8&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Eriksons Early Stages - Theories of Human Development"> 09. Erikson's Early Stages - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="Identity and Intimacy - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=_iKC2ncx-xI&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Identity and Intimacy - Theories of Human Development"> 10. Identity and Intimacy - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="Eriksons Later Stages-Adult Development - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=sr6GVYuno_o&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Eriksons Later Stages-Adult Development - Theories of Human Development"> 11. Erikson's Later Stages-Adult Development - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a alt="Bowlby and Ainsworths Attachment Theory - Theories of Human Development" href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=LNFOt27pnvg&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Bowlby and Ainsworths Attachment Theory - Theories of Human Development"> 12. Bowlby and Ainsworth's Attachment Theory - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=OeVdo_38T7c&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 13. How Nature Ensures That Attachment Will Occur - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=hHO0-QDgzJo&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 14. Development of Secure and Insecure Attachments - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=zEjZ7C-4R1o&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 15. Early Attachments and Adult Relationships - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=GX8y7oXTCM8&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 16. Bandura's Social Learning Theory - Theories of Human Development, MP4 - 34min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=pQet2mwZER0&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 17. Bandura's Self-Efficacy Theory - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=-4l9dIFEVfM&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 18. Piaget's Cognitive-Developmental Theory - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=NQNOGsMrlbs&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 19. Piaget's Early Stages - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=rRClCuBO8-Q&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 20. Concrete Operations - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=aN9TRTu-zW0&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 21. Piaget's Last Stage - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=yaV6ThEDGQo&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 22. Vygotsky's Cognitive-Mediation Theory - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=cvwoh2d4ufQ&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 23. Vygotsky's Zone of Proximal Development - Theories of Human Development, MP4 - 31min. </a> <br /><br/>

• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=_iS0hUQ_Ltw&hd=1&start=08&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> 24. Conclusions-Our Nature and Development - Theories of Human Development, MP4 - 30min. </a> <br /><br/>

</ul> </strong></span> </div>  </div>

<div style="text-align: center"> <span style="font-size:18px; color: #000000;"> <span style="font-size:20px; background-color: #FFFF00;"> <span itemprop="name"> <strong> — 24 lectures  |  30 minutes each  :: </strong> </span> </span> </span></div><br />
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<div style="text-align: center"><font color="#0404B4"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Malcolm W. Watson, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> Malcolm W. Watson for educational, discussion purposes only </span></a> ] </span> </font> </div> <br />
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<div style="text-align: center"> <span style="font-size:15px; color: #000000;"> <span style="font-size:20px; background-color: #FFFF00;"> <span itemprop="name"> <strong> — These lectures (Theories Of Human Development) introduce you to the six theories that have had perhaps the greatest influence in the field of human development including Freud's Psychodynamic Theory, Erikson's Psycho-Social Theory and Piaget's Cognitive-Development Theory. Meeting the people who formulated each theory, you will become familiar with their philosophical backgrounds and the historical contexts in which they worked, and you will also study the specific processes of human development that each theory describes. </strong> </span> </span> </span></div><br />
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http://www.benjaminmadeira.com/2016/01/theories-human-development.html?m=1

We first discuss neo-Freudian revisions in Freud's theory. We then discuss Erikson's history, including his experience with his own identity crisis, and describe how his stages of development are based on the need to develop mastery and personal identity through a series of crises in one's life cycle.

The first four stages of Erikson's theory provide the foundation of development for the child: developing trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, and industry versus inferiority.

Erikson was the first to propose two pivotal stages of development after childhood. During adolescence, Stage 5 is a crisis of developing identity versus role confusion. Stage 6, in young adulthood, is a crisis of developing intimacy versus isolation. The lecture concludes with differences between women and men in developing identity and intimacy.

Erikson's last two stages occur in adulthood and old age. Stage 7 is a crisis of developing generativity versus stagnation, and Stage 8 is a crisis of developing ego integrity versus despair. The last stage connects all the issues with which a person has already dealt.

This lecture introduces attachment theory by describing the personal histories and research of its creators. We continue with a "secure base," for which the theory was famous, and an attachment system for the adaptation of the species.

Bowlby rejected Freudian psychodynamic theory as inadequate to explain attachment. He turned instead to ethology theory, and its concept of innate releasing mechanisms. We discuss the allure of babyish features and their role in attachment, and attachment in the first year of life.

This lecture describes the normal development of a secure attachment, and Ainsworth's "strange situation" task—the most popular assessment for secure attachment. We examine insecure attachments: what they are, how they may predict several psychopathological problems in development, and causes.

Our discussion concludes with relations between early attachment and later relationships. Bowlby developed the "internal working model" of a child's attachment, which provides constant security, and influences subsequent attachments. Early attachments influence adult romantic relationships.

A fourth major theory, Albert Bandura's social learning theory, added a cognitive focus to learning theory. It showed how the influence of what one expects to happen is more important than what does happen. This focus led to the concept of "vicarious reinforcement."

Bandura extended the cognitive focus of his theory by arguing that a person's development of self-efficacy (or belief that one can have an effect on one's environment) determines the tasks one attempts and the skills one develops.

This lecture introduces the most important theorist in the field of child development, Jean Piaget. It describes Piaget's history and his attempt to combine naturalist biology and philosophy to create a field called genetic epistemology (how we come to know what we know).

Piaget's sequence of four major stages describes how we progress from infant to adult intelligence. Symbol use emerges by the end of infancy, the sensory-motor period. Preschoolers master symbolic skills in the pre-operational period.

The discussion of Piaget's theory continues by focusing on what preschoolers can and can't do, and how the five-to-seven year shift is a pivotal transition to Piaget's third stage, the concrete-operational period.

This lecture begins with a description of Piaget's Stage 4, the formal-operational period. This is a time of "idealistic" thinking. We consider examples of formal-operational logic, abstraction, and hypothetical thinking.

Lev Vygotsky was practically unknown to Western thinkers until recently, but his theoretical influence on development and education is constantly increasing. As a Russian theorist he believed that Marxism could provide a foundation for a better theory of psychological development.

Vygotsky argued that a person's level of development is not a specific point but a range or zone. This "zone of proximal development" shifts over time. We examine examples of "scaffolding," an important notion in education.

This concluding lecture uses the allegory of blind men describing an elephant to illustrate how different theories might give a partial or even false understanding of human nature and development. We discuss ways to integrate the major theories, using the example of gender role development. We end with a reprise: Where does the student now stand regarding major issues of human development?

Jean Piaget believed infants begin at acognitively “primitive” level and progressin distinct stages.

Piaget’sschemasare the most basic unitof intellect, which act as patterns thatorganize interactions with theenvironment.

Cognitive adaptation reflects the actionsof two complementary processes:
Assimilation:absorbing new information intoexisting schemas
Accommodation:adjusting old schemas ordeveloping new ones to better fit with the newinformation

Cognitive Development Theory
It views people as active growing beings with their own interval impulses and patterns of development. It sees every normal person from infancy on, as a doer who actively constructs his or her own world. Jean believe, the core of intelligent behavior is an inborn ability to adapt to the environment, building sensory, motor and reflex capacities, young children learn about and act upon their surroundings.  This theory is occurring in a series of stages, each stage constitutes a qualitative change from one type of thought and behavior to another.

Assimilation is the process of receiving new facts or of responding to new situations in conformity with what is already available to the consciousness.

Accommodation, this happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.

Equilibrium this is the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation) Onnce the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it.

Social Learning Theory
 This theory states that behavior is learned from the environment through the process of observational learning. This is an outgrowth of behaviorism, maintains that children, in particular, learning behaviors by observing and imitating models usually the parents. Social learning theory is different from behaviorism. First it regards the learner as an active contributor to his or her learning. Second they believe that theories based on animal research cannot explain human behavior. People learn in social context, and human learning is more complex than simple conditioning and the lastly, social learning theory acknowledges the importance of cognition. Identification is different to imitation as it may involve a number of behaviors being adopted whereas imitation usually involves copying a single behavior.

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