An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(2)

Published: April 18, 2024

Abstract The ubiquity of formal education in modern nations is often accompanied by an assumption that students’ motivation for learning innate and self-sustaining. latter true most children domains (e.g., language) are universal have a deep evolutionary history, but this does not extend to evolutionarily novel mathematics). Learning requires more cognitive effort thus less motivating. current study tested the associated hypothesis will feel easier motivating relevant “mother,” “food”) than “computer,” “gravity”) word pairs growth mindset emphasizing importance might moderate effect. Specifically, 144 adults were presented with 32 (half half novel) randomly assigned or control condition. Evolutionarily words better remembered ( d = 0.65), was reported as enjoyable 0.49), interesting 0.38), well difficult − 0.96) effortful 0.78). Although intervention fostered belief, compared condition, it did lead improved recall performance changes motivational beliefs. These results consistent prediction higher concepts concepts. Implications future research educational practice discussed.

Language: Английский

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Adaptive memory

Elsevier eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 1, 2024

Language: Английский

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The Building Blocks of Thought

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: July 26, 2024

Abstract The human mind is capable of entertaining an astounding range thoughts. These thoughts are composed concepts or ideas, which the building blocks This book about where all these come from and psychological structures that ultimately account for their acquisition. We argue debate over origins concepts, known as rationalism-empiricism debate, has been widely misunderstood—not just by its critics but also researchers who have active participants in debate. Part I fundamentally rethinks foundations II defends a rationalist view according to many across conceptual domains either innate acquired via learning mechanisms. Our case built around seven distinct arguments, together form large-scale inference best explanation argument our account. III then this against most important empiricist objections alternatives. Finally, IV argues extreme highly influential view—Jerry Fodor’s infamous it impossible learn new his related radical concept nativism, holds essentially lexical innate. Throughout book, discussion blends philosophical theoretical reflection with consideration broad empirical work drawn different disciplines studying mind, providing thorough update philosophy cognitive science major concepts.

Language: Английский

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Evolutionary Perspectives on Educational Psychology: Motivation, Instructional Design, and Child Development

Educational Psychology Review, Journal Year: 2022, Volume and Issue: 34(4), P. 2221 - 2227

Published: Nov. 2, 2022

Language: Английский

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Ratings of survival-related dimensions for a set of 732 words, their relationships with other psycholinguistic variables and memory performance

Current Psychology, Journal Year: 2023, Volume and Issue: 43(9), P. 8200 - 8218

Published: July 27, 2023

Language: Английский

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The Evolution of Fodor’s Case against Concept Learning

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 533 - 545

Published: July 30, 2024

Abstract The concept nativism that we defend in this book stands opposition to empiricist approaches the origins of concepts, but it equally Jerry Fodor’s radical nativism—the view virtually all lexical concepts are innate—and his notorious claim learning is impossible. In Part IV, turn views about acquisition, show where they go wrong, and explain how our nativism, contrast with embraces fact most learned. chapter, examine what Fodor has had say these issues publications spanning more than thirty years important changes over time, culminating thorough case against LOT2: Language Thought Revisited.

Language: Английский

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Embodied Cognition

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 511 - 526

Published: July 30, 2024

Abstract This chapter examines the view that embodied cognition undermines rationalist approaches to origins of concepts, focusing on three different strands in research: concept acquisition varies with a learner’s body type, human action can often be explained without postulating rich internal representations and representational processes, concepts are realized sensorimotor affective systems shouldn’t understood as amodal representations. We argue it is important not overestimate role plays shaping cognition. Just importantly, we show core idea behind only compatible nativism but greatly improved when developed context an overall framework. These points illustrated examples involving representation physical objects, emotions, formidability, tools, actions hand.

Language: Английский

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Fodor’s Biological Account of Concept Acquisition—and the Importance of Cultural Learning

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 580 - 596

Published: July 30, 2024

Abstract In LOT2, Fodor provides a new account of the origins concepts that is based on assumption they can’t be learned (since he argues concept learning impossible) but also aren’t innate (unlike his own earlier radical nativism). This takes form biological theory acquisition, in which their acquisition isn’t explained psychological terms. this chapter, we show why unworkable and only viable type one fully embraces idea most are learned. doing so, highlight central role culture cultural explaining human enormous variety, how, contrary to common empiricist assumptions, centrality favours precisely sort nativism defend book.

Language: Английский

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Conclusion to Part III

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 527 - 530

Published: July 30, 2024

Abstract This chapter provides a brief conclusion to Part III, highlighting some of the important themes in Chapters 17–22. In considering case for concept nativism, it is necessary consider not only arguments and considerations that support but also most influential challenges alternatives nativism. III argues none these empiricist or undermine our fact, many problems we identify serve strengthen At same time, recognize theorizing has led insights models, which can make an contribution theories conceptual development. But models be incorporated into overall rationalist approach development, this how they stand have greatest impact.

Language: Английский

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Coda

Oxford University Press eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 600 - 604

Published: July 30, 2024

Abstract This chapter provides a brief conclusion to the book, highlighting some of its major themes. The Building Blocks Thought comprehensively rethinks rationalism-empiricism debate about origins concepts by revisiting and updating theoretical foundations defending form concept nativism according which many across conceptual domains are either innate or acquired via rationalist learning mechanisms. Our stands in stark contrast with empiricist approaches philosophy cognitive science, Fodor’s scepticism being learned, views that refer core knowledge systems only handful content domains. We conclude best account is one posits rich entry point into different domains—one characteristically mechanisms critical explaining how human mind acquires vast stock concepts.

Language: Английский

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