Category Archives: Childhood and Growing Up

B. Ed., Childhood and Growing Up, M. Ed., Psychology of Learning and Development

Types of Motivation

28 February 2023 Harshita Jain 1 Comment

Motivation refers to the internal or external factors that drive a person to take action toward achieving a goal or fulfilling a need. It is the force that propels an individual to act, whether it is to complete a task, pursue a goal, or engage in a behavior.

Motivation is an important aspect of human behavior as it determines the level of effort, persistence, and determination a person will put into achieving a goal. It is also essential for personal and professional growth, as it helps individuals overcome challenges, adapt to changes, and achieve their full potential.

Also Read: Motivation Cycle

Types of Motivation :

Intrinsic motivation: It is the type of motivation that comes from within oneself. It is driven by personal satisfaction, interest, and enjoyment. Examples include pursuing a hobby, learning a new skill for personal growth, or doing something simply because it is enjoyable.
Examples of intrinsic motivation include pursuing a hobby, learning a new skill , or doing something simply because it is enjoyable. Intrinsic motivation is often associated with positive emotions and a sense of personal fulfillment and satisfaction.
Intrinsic motivation is generally more effective in promoting long-term behavior change and personal growth compared to extrinsic motivation. When individuals are intrinsically motivated, they are more likely to persist in their efforts. They become creative and innovative in finding solutions to problems.
Extrinsic motivation: This type of motivation comes from external factors like rewards, recognition, or consequences. It is driven by external factors and not by personal satisfaction or interest. Examples include working for a salary, studying for good grades, or doing a task to avoid punishment.
Examples of extrinsic motivation include working for a salary, studying for good grades, or doing a task to avoid punishment. Extrinsic motivation is related to external pressure or expectations, and may not necessarily reflect an individual’s personal interests or desires.
Extrinsic motivation may be effective in promoting short-term behavior change but causes decreased motivation over time if the external rewards are removed. Individuals may become less interested in the activity or goal once the external reward is no longer available.

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B. Ed., Childhood and Growing Up, M. Ed., Psychology of Learning and Development, Theories of Learning

Behavioristic Theory of Learning

4 February 2023 Harshita Jain Leave a comment

The theory was first developed by B.F. Skinner in the mid-20th century and has been influential in shaping our understanding of learning and behavior. Behaviorism is a psychological theory that views behavior as a response to stimuli in the environment. It is based on the idea that all behavior can be explained by the relationship between stimuli and responses, and that learning occurs through the formation of associations between stimuli and responses.

It emphasizes the role of environmental stimuli and rewards/punishments in shaping and modifying behavior. Key figures in behaviorism include Ivan Pavlov, B.F. Skinner, and John Watson. This theory has been applied in fields such as education , and has also influenced the development of behavior modification techniques and therapies.

Key features of behaviorism include:

Emphasis on observable behavior: Behaviorism only concerns itself with observable, measurable behavior and disregards internal processes such as thoughts and feelings.
Conditioning: Behaviorism follows that learning occurs through classical and operant conditioning, where behavior is shaped through reinforcement or punishment.
Stimulus-Response Relationships: Behavior is seen as a response to stimuli in the environment, and the goal of behaviorism is to identify the specific relationships between stimuli and responses.
Use of Reinforcement and Punishment: Reinforcement is used to increase the frequency of desired behaviors, while punishment is used to decrease the frequency of undesired behaviors.
Focus on the Environment: Behaviorism places a strong emphasis on the role of the environment in shaping behavior, and views behavior as largely determined by environmental factors.
Scientific approach: Behaviorism uses a scientific, empirical approach to understanding behavior, relying on systematic observation and experimentation to develop theories and principles.
Limited focus: Behaviorism has a limited focus on human behavior, neglecting the internal mental processes that may play a role in shaping behavior.

Socio Cultural Theory of Vygotsky

4 February 2023 Harshita Jain Leave a comment

Socio-cultural theory of Vygotsky emphasizes the important role that culture and social interactions play in the development of cognitive abilities. According to Vygotsky, human development occurs through a process of internalizing cultural tools and practices, such as language and symbols, which allow individuals to think and reason at higher levels. This process of internalization occurs through social interactions with more knowledgeable individuals and is facilitated through the use of mediational tools, such as language, which serve to bridge the gap between an individual’s current level of development and their potential for future development. In this way, Vygotsky’s theory highlights the interdependence of social and individual development, and the importance of cultural and historical context in shaping cognitive abilities.

Features of Socio Cultural theory of Vygotsky

Zone of Proximal Development: The difference between what a child can do independently and what they can do with help from others. This concept highlights the importance of social interaction and guidance in cognitive development.
Scaffolding: The support and guidance provided by more knowledgeable individuals during the learning process, which helps a child progress to the next level of development.
Internalization: The process of taking external cultural tools, such as language, and making them one’s own, thereby transforming them into internal mental processes.
Social Interaction: Vygotsky believed that social interaction is crucial for cognitive development, as individuals learn through their interactions with others.
Cultural Historical Context: Vygotsky emphasized that cognitive development is shaped by the historical and cultural context in which individuals live.
Mediation: The use of cultural tools and practices, such as language, symbols, and artifacts, to mediate and transform cognitive processes.
Collaborative Learning: Vygotsky saw learning as a collaborative process, in which individuals work together to negotiate meaning and construct knowledge.

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B. Ed., Childhood and Growing Up, M. Ed., NET, Paper 2, Psychology of Learning and Development, Unit 3 Learner and Learning Process

Freud’s Psychoanalytical Theory

22 November 2022 Harshita Jain 1 Comment

Freud’s Psychoanalytical Theory was developed by Sigmund Freud. He is the founder of psychoanalysis, a method of treating mental illness and understanding the human psyche. His theory is based on the idea that the unconscious mind contains repressed thoughts, memories, and desires that shape our behavior.

Conscious, Preconscious and Unconscious mind

According to Freud’s theory, the mind is divided into three parts: the conscious mind, the preconscious mind, and the unconscious mind. The conscious mind is what we are aware of at any given moment, while the preconscious mind contains thoughts and memories that can be brought into consciousness with ease. The unconscious mind contains thoughts, memories, and desires that are hidden from consciousness and can only be accessed through psychoanalytic techniques.

Freud believed that the unconscious mind has a powerful influence on behavior and that much of our behavior is motivated by unconscious desires and conflicts. He developed a model of personality consisting of three parts: the id, the ego, and the superego. The id represents our primitive instincts and desires, the ego is the rational part of the mind that mediates between the id and the external world, and the superego is the moral and ethical component that represents societal values and norms.

One of the key concepts in Freud’s theory is the Oedipus complex, which describes a child’s sexual desire for their opposite-sex parent and hostility towards their same-sex parent. This complex is believed to be resolved through identification with the same-sex parent, leading to the development of gender identity and the superego.

Freud’s psychoanalytic theory has been widely debated and criticized, but it remains an important influence on psychology and popular culture. Its influence can be seen in fields such as literary criticism, film studies, and art history, where psychoanalytic techniques are used to interpret works of art and literature.