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According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: intrinsic cognitive load is the effort associated with a specific topic; extraneous cognitive load refers to the way information or tasks are presented to a learner; and germane cognitive load refers to the work put ...
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
A Theory of Achievement Motivation, By John William Atkinson and Norman T. Feather, Volume 6, Wiley, (1966), Krieger Pub Co (June 1, 1974), ISBN 0-88275-166-2 Motivation and Achievement , By John William Atkinson and Joel O. Raynor , Winston; [distributed by Halsted Press Division, New York] (1974) ISBN 0-470-03626-5 , ISBN 978-0-470-03626-6
Today, researchers are concentrating on topics like cognitive load and information processing theory. These theories of learning play a role in influencing instructional design. [33] Cognitive theory is used to explain such topics as social role acquisition, intelligence and memory as related to age.
He was a pioneer in the field of positive psychology, and wrote the first textbook in that field, Positive Psychology. He was best known for his work on hope and forgiveness, and also developed theories explaining how people react to personal feedback, to the human need for uniqueness, and to the drive to excuse and forgive transgressions.
Cognitive evaluation theory (CET) [1] is a theory in psychology that is designed to explain the effects of external consequences on internal motivation.Specifically, CET is a sub-theory of self-determination theory that focuses on competence and autonomy while examining how intrinsic motivation is affected by external forces in a process known as motivational "crowding out."
Bernard Weiner (born 1935) is an American social psychologist known for developing a form of attribution theory which seeks to explain the emotional and motivational entailments of academic success and failure. His contributions include linking attribution theory, the psychology of motivation, and emotion.
Psi-theory, developed by Dietrich Dörner at the University of Bamberg, is a systemic psychological theory covering human action regulation, intention selection and emotion. [ 1 ] [ 2 ] It models the human mind as an information processing agent, controlled by a set of basic physiological, social and cognitive drives.