Learning and Motivation最新文献

The suppression of behavior that occurs in instrumental extinction is strikingly specific to the response. In contrast, Steinfeld and Bouton (2022) recently reported that inhibition developing in an operant feature-negative (FN) discrimination is not specific to the response. In two experiments, we tested two potential explanations of why inhibition in FN learning is relatively response-general. In each, we used Steinfeld and Bouton’s method and concurrently trained two FN discriminations with different operant responses (AR1+/ABR1- and CR2+/CDR2-). We then assessed the extent to which the inhibitory cues (B and D) suppressed the response they were trained with (same-response inhibition) and the alternative response (cross-response inhibition). Experiment 1 tested the idea that FN inhibition might be response-general because it can create strong inhibition. Rats received either 3, 6, or 12 sessions of FN discrimination training (Steinfeld and Bouton’s rats had received 12). Inhibition was response-general at every level of training. In Experiment 2, the inhibitors (B and D) were first trained as cues that set the occasion for R1 and R2 (respectively) before they were turned into inhibitors in the FN discriminations. In the end, there was less cross-response inhibition, and thus more response-specificity. We suggest that inhibition in FN learning may be response-general because the unambiguous inhibitory cue (B or D) can attract attention and interfere with learning about the response.

People high on neuroticism express a negativity bias in attention, memory, and interpretation, giving primacy to negative rather than positive information. Investigating additional forms of negativity bias in neuroticism could provide further insights into the situations where people who score high on neuroticism tend to remain anchored on negative aspects. We examined whether neuroticism is related to negativity bias in evaluative learning. Instruction-based and experience-based counterconditioning are two evaluative learning procedures in which a conditioned stimulus (CS) is related to a positive or a negative unconditioned stimulus (US) in Phase 1 and with a US of the opposite valence in Phase 2. Using these procedures, we obtained partial support for a negativity bias in counterconditioning among people who scored high on neuroticism. Specifically, participants scoring high on negative emotionality altered the CSs ratings more easily from positive to negative than from negative to positive, a pattern observed in instruction-based counterconditioning (Experiment 1) but not in experience-based counterconditioning (Experiment 2). In line with previous findings, we could conclude that people who score high on neuroticism tend to give primacy to emotionally negative information at the expense of positive information, particularly in ambiguous (learning) contexts.

With the rise of Positive Psychology, there have been abundant studies concerning positive emotions in English teaching and learning. However, the attention paid to positive emotions related to large-scale English tests as well as the influential factors of such emotions has been scarce. To this end, the present study, from the perspective of Positive Reinforcement, investigated to what extent Student Engagement (SE) and Foreign Language Enjoyment (FLE), as reinforcers, contribute to positive emotions related to Test for English Majors-Band 4 (TEM4). Altogether 580 English majors from universities across China were invited to complete three questionnaires as research instruments. Confirmative Factor Analysis was conducted with AMOS 24.0 to guarantee the construct, discriminant and convergent validity of each instrument, after which structural equation modeling and regression analysis were conducted to explore the contribution of SE and FLE to English majors’ TEM4-related positive emotions. The results of structural equation modeling indicated that both SE and FLE contribute significantly to TEM4-related positive emotions, respectively explaining 44.8 % and 51.8 % of the variance. The results of the present study were discussed, and some implications were offered at the end, concerning efforts that need to be made to promote SE and FLE, which ultimately foster English majors’ TEM4-related positive emotions.

This study investigated 704 high school students using Latent Profile Analysis to examine the relationship between types of emotion regulation and reflective learning. The analysis identified four latent categories of emotion regulation: low emotion regulation group (LERG) (14.8 %), moderate reappraisal-low suppression group (MRLSG) (58 %), low reappraisal-high suppression group (LRHSG) (8.4 %), and high reappraisal-moderate suppression group (HRMSG) (18.9 %). The results demonstrated that as age and grade increase, the students of LERG, MRLSG, and LRHSG will converge towards HRMSG and compared to males, females have a significantly lower proportion in the HRMSG than in the MRLSG. Significant differences were observed among these four categories in habits, understanding, reflection, and critical thinking behaviors, which represent different levels of cognitive and behavioral processes involved in reflective learning. Specifically, students in the HRMSG exhibited the highest levels of reflective learning behaviors, including well-developed study habits, deeper understanding of material, frequent reflection on their learning processes, and strong critical thinking skills. Conversely, students in the LERG showed the lowest levels in these areas. The findings of this study enhance teachers’ understanding of the emotion regulation characteristics within different subgroups of high school students and facilitate the adoption of effective educational strategies tailored to the specific characteristics of students to promote reflective learning and psychological health development. Additionally, this research provides empirical evidence for designing teaching strategies based on students’ types of emotion regulation.

Behavioral problems in the educational context represent a daily challenge for teachers and educators, considering their impact on the teaching-learning process. Nowadays, various psychological strategies are used aimed at changing the student's disruptive behaviors to ensure adequate development. Although these techniques appear to be effective, these behaviors are often seen to reappear. However, it is widely accepted that some of the effects of associative learning that are present in adult humans and animals, such as spontaneous recovery, renewal and reinstatement, could be at the basis of these relapses. Therefore, to improve psychological interventions and to understand whether these relapse effects are present in the child population, research studies have been reviewed in which some of these effects have been evaluated in boys and girls from 0 to 11 years of age. The analysis of such research studies has shown that the results are inconsistent and that the methodology, that in our opinion is most appropriate to reveal these effects, has not always been used.

Collaborative writing is well acknowledged as an effective pedagogical practice facilitating L2 learners’ writing performance and motivation. Yet, little is known about whether collaborative writing with various cognitive demands can contribute differently to L2 writers’ syntactical complexity development in their later individual writing. To address such research gap, this research investigated how task complexity and collaborative writing would impact L2 learners’ syntactical complexity development under the guidance of Self-Determination Theory (SDT), with a specific focus on the emotional experiences in explaining the learning processes in collaborative writing. 126 Chinese post-graduate EFL learners were assigned to four conditions: three experimental groups and one control group. Experimental group participants received three rounds of collaborative writing interventions varying in different cognitive demands, manipulated through +planning time, and +few elements, while control group participants were instructed regularly. Participants’ pre-test, post-test, and delayed post-test writing were analysed for overall level, coordinate level, subordinate level, and phrasal level syntactical complexity with the automatic L2 syntactical complexity analyser. Mixed ANOVA results revealed that collaborative writing interventions manifested positive effects on Chinese EFL learners' syntactic complexity development. Positive effects of task complexity were also observed. Theoretical and pedagogical implications were discussed.

Research evidence suggests that different populations may have impaired motor performance and learning due to practice conditions with negative gender, weight, and age stereotypes. The effects of socioeconomic stereotypes on motor learning, however, are still unknown. The present study investigated the effects of the low socioeconomic status stereotype on learning a motor skill. Participants, low-income young adults of both sexes (mean age 26.6 ± 4.63 years), were randomized into two groups: stereotype threat (ST) and nullified stereotype threat (NST). Before practicing a spatiotemporal accuracy skill on the computer, participants were told that people with middle and high income generally perform better on the task than people with low income (ST), or that performance on the task is not influenced by individual differences (NST). Learning, or relatively permanent effects on performance, was measured one day after practice via a retention test. The results revealed similar performance of the groups during the practice phase (p = .065). However, the stereotype threat group performed significantly worse on the task than the nullified stereotype threat group on the retention test (p = .039). These findings provide the first evidence that socioeconomic stereotypes can affect motor learning.

This study investigates the optimization of junior high school English teaching using the ARCS motivation model and Task-Based Language Teaching (TBLT). The ARCS model emphasizes attention, relevance, confidence, and satisfaction to enhance student motivation, while TBLT integrates language learning into real-life situations. Implemented through Moodle, the study fosters student engagement, critical thinking, and language proficiency. Results show improved student interest and comprehension, highlighting the approach's efficacy. Challenges in implementing TBLT in diverse educational contexts are also discussed. The study underscores the potential of combining motivational strategies and practical language application for effective English teaching.

Acting and learning in unpredictable and volatile environments requires cognitive flexibility. However, the ability to flexibly adapt to the changing task environment can be reduced when people experience uncontrollability due to exposure to action – outcome non-contingency. In this research, we propose that flexible shifting of attention is affected by experiences of uncontrollability. In two studies, a lack of control was experimentally induced and subsequently cognitive flexibility was assessed either with a Wisconsin Card Sorting Task (Study 1) or a cognitive set-shifting paradigm (Study 2). Results showed a reduced tendency to flexibly shift attention and to overcome dominant response tendencies amongst participants who experienced uncontrollability. Modulation of the stability-flexibility balance by situationally induced experiences of uncontrollability is discussed.

Self-regulated learning is an important ability influencing students’ knowledge acquisition, academic performance, creativity development, and even lifelong learning in the long run. Therefore, it is of great significance to investigate the influencing factors and internal mechanism of self-regulated learning for cultivating students’ learning ability. To explore the relationship between resilience, academic delay of gratification and self-regulated learning among rural primary middle school students, a total of 1126 students of 5 rural primary middle schools in Henan province were selected by stratified random sampling and asked to complete the Resilience Questionnaire, Academic Delay of Gratification Scale and Self-regulated Learning Scale. The results showed: the development trend of rural primary middle school students’ self-regulated learning is slightly like the V-shape, specifically, from grade 7 to 8 is on the decline, while from grade 8 to 9 is on the sharp upward curve; resilience positively predicted self-regulated learning among rural primary middle school students; and academic delay of gratification is a partial mediator in the relationship between resilience and self-regulated learning among rural primary middle school students.