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Playing comes natural to children; positive psychology seeks to preserve this zest (a sense of excitement and motivation for life) [282] for movement in growing and developing children. If offered in an interesting, challenging and pleasurable way physical activity would thus internalize an authentic feeling of happiness in students.
The reward system (the mesocorticolimbic circuit) is a group of neural structures responsible for incentive salience (i.e., "wanting"; desire or craving for a reward and motivation), associative learning (primarily positive reinforcement and classical conditioning), and positively-valenced emotions, particularly ones involving pleasure as a core component (e.g., joy, euphoria and ecstasy).
This way, individuals can adapt to changes in the physical and social environment that affect the effectiveness of previously chosen means. [ 52 ] The components of motivation can be understood in analogy to the allocation of limited resources: direction, intensity, and persistence determine where to allocate energy, how much of it, and for how ...
The Anna Karenina principle was popularized by Jared Diamond in his 1997 book Guns, Germs and Steel. [2] Diamond uses this principle to illustrate why so few wild animals have been successfully domesticated throughout history, as a deficiency in any one of a great number of factors can render a species undomesticable.
Another way of highlighting the complaint is to say that in utilitarianism, "there is no such thing as morally permissible self-sacrifice that goes above and beyond the call of duty." [93] Mill was quite clear about this, "A sacrifice which does not increase, or tend to increase, the sum total of happiness, it considers as wasted." [90]
Endorphins (contracted from endogenous morphine) [1] [2] [3] are peptides produced in the brain that block the perception of pain and increase feelings of wellbeing. They are produced and stored in the pituitary gland of the brain.
"Scaffolding [is] the way the adult guides the child's learning via focused questions and positive interactions." [17] This concept has been further developed by Mercedes Chaves Jaime, Ann Brown, among others. Several instructional programs were developed based on this interpretation of the ZPD, including reciprocal teaching and dynamic ...
These children are more likely to have conflict-based relationships with their teachers and other children. This can lead to more severe problems such as an impaired ability to adjust to school and predicts school dropout many years later. Children who fail to properly self-regulate grow as teenagers with more emerging problems. [126]