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Learning Theory: Social Cognitive Perspective

Added on - 28 Dec 2019

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The Role of Achievement Motivation, Problem Solving and Social Cognitive Approaches onMemory Enhancement1The Impact of Achievement Motivation, Problem Solving and SocialCognitive Approaches on Memory EnhancementStudent's Name:Instructor's Name:Date:
The Role of Achievement Motivation, Problem Solving and Social Cognitive Approaches onMemory Enhancement2AbstractWith an emphasis on learning theory from the social cognitive perspective, the problem solvingapproach and the theory of motivation stemming from the Need for Achievement, this thesis is anattempt to conceptualize the common themes and concepts in the concept of memoryimprovement, retention and recall. A review of literature from contemporary and classic theoristswill attempt to substantiate the key contentions that memory is a sum total of motivated, goaldirected behaviors.1. 1 IntroductionMemory involves the process of encoding, storing, retaining, recalling data. According tocognitive psychologist Margaret W. Maitlin in the year 2005, memory is the process ofmaintenance of information over a duration of time. Bertsch, Pesta, Wiscott & McDaniel, (2007)has defined memory as the means through which humans use past experiences to solve presentproblems. It is often claimed that individuals perform better in memory tasks when they aremotivated. While some researchers dispute this (Brown & Craik, 2000), considerable researchhas been performed on achievement motivation, social cognitive theory and problem solvingapproaches which stresses otherwise. The thesis will attempt to understand the relativecontribution of each of these three psychological theories coming from different perspectives onthe memory enhancement of individuals.
The Role of Achievement Motivation, Problem Solving and Social Cognitive Approaches onMemory Enhancement32.1 Discussion2.1.1. Achievement Motivation and Memory EnhancementWhile it is important to consider the role of psychological theories in totality in the studying ofmotivation in memory, the influence of mastery as well as performance approach goals has beenstudied with respect to the context of memory and motivation. Mastery approach improved recallfor data that was attained through deep or elaborate processing. Achievement goals also impactthe way people perform on memory tasks, because they show a desire for competence and wantto prove themselves (Conway, Gardiner, Perfect, Anderson & Cohen, 1997). Mastery,performance avoidance and performance approach are the three distinctive goals influencingachievement motivation. The achievement goals influence outcomes. In research on memory,qualitatively distinct differences are noted on immediate and delayed tests of memory (Dooling& Lachman, 1971). Mastery approach is linked to thirst for learning, exploration and an interestassociated focus on learning.Mastery goals may push forward attention beyond the target to notions that are linked with thecritical information to be recalled. Performance approach, in contrast is aspiration linked andassociated with specific information that has been remembered. Remembering and knowing arethe 2 key areas most memory theorists differentiate (Dougal & Schooler, 2007). Rememberingand recalling represent different factors influencing memory recollection and memory recall.Subjective states of awareness are associated with different aspects of memory recall.Researchers have held that time based effects of achievement goals on memory responses orrecall implicate deep and not shallow processing aspects. Broad based encoding is determined by
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