자료유형  

 학위논문

Control Number  

0017162392

International Standard Book Number  

9798382822853

Dewey Decimal Classification Number  

150

Main Entry-Personal Name  

Silaj, Katie Marie.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of California, Los Angeles., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

165 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

General Note  

Advisor: Castel, Alan Dan.

Dissertation Note  

Thesis (Ph.D.)--University of California, Los Angeles, 2024.

Summary, Etc.  

요약Rewards can enhance memory for important information; however, intrinsic motivation is also an important component of long-term learning. My dissertation explores extrinsic motivation to learn such as point values awarded on memory tasks and grades assigned in classroom settings, while considering intrinsic factors that influence learning like curiosity and interest in the material being studied. I also examined how individual differences in attention, age, and study strategies impact how learners navigate what information they should prioritize when engaging with learning materials. Value-directed Remembering (VDR; Castel et al., 2002) demonstrates the potent effects of rewards on memory for important information. Point values of varying magnitudes paired with information can motivate strategic allocation of cognitive resources that can mitigate age-related deficits in memory recall. Extrinsic rewards often accompany real-world situations to motivate better performance: grades in the classroom, bonuses in the work force, points in video games, etc. However, desired behavior and information associated with rewards are not always easy to identify in real-world contexts. Schematic support or context can make rewards more meaningful, and this may be especially true for older adults who experience age-related declines in cognitive functioning (Castel, 2005). Additionally, extrinsic incentives may not always be enough to motivate all people. Some learners may need intrinsic sources of motivation to reach a goal such as curiosity, interest, or social connection. Thus, I explored whether learners could predict the value of information using rewards and schematic support to guide them, how being able to prioritize and identify important information relates to success in classroom learning, and how prior knowledge and curiosity influence what people remember. Overall, I find evidence that both younger and older adults can benefit from extrinsic rewards paired with explicit schematic knowledge to predict important information (Chapter 2), that selectivity in study strategies can be related to success in real classroom contexts (Chapter 3), and other factors like prior knowledge, curiosity, and collaboration can benefit learning (Chapter 4). Taken together, these findings suggest that learners may decide what is important to learn and remember through various extrinsic and intrinsic factors.

Subject Added Entry-Topical Term  

Psychology.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Cognitive psychology.

Index Term-Uncontrolled  

Aging

Index Term-Uncontrolled  

Attention

Index Term-Uncontrolled  

Lifelong learning

Index Term-Uncontrolled  

Memory

Index Term-Uncontrolled  

Motivation

Added Entry-Corporate Name  

University of California, Los Angeles Psychology 0780

Host Item Entry  

Dissertations Abstracts International. 85-12A.

Electronic Location and Access  

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Control Number  

joongbu:657588