Performance vectors: A theoretical and experimental attack upon emphasis, effect, and repression.

Tolman, E. C.

doi:10.1037/h0044061

Cited by 4 publications

(4 citation statements)

References 7 publications

(2 reference statements)

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“…Many studies have been done to investigate learning motivation. Tolman (1959) stated that humans consciously choose the actions they take based on their perceptions of the outcomes correlated with those actions and the likelihood of obtaining those outcomes. Based on Tolman's work, Vroom then (1964) came up with a theory called the expectancy theory, which is deemed to have the most comprehensive explanation on how an individual is motivated.…”

Section: Past Studies On Motivation For Learning Languagementioning

confidence: 99%

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

Amali¹,

Seng²,

Rahmat³

et al. 2023

IJARBSS

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In this globalized world, foreign language learning has become increasingly imperative. Despite the absence of an optimal linguistic environment, a heightened level of motivation is essential for mastering a foreign language. Learners are likely to experience demotivation when they exert significant effort in language acquisition without experiencing immediate improvement in their language proficiency. Consequently, understanding the motivational constructs in foreign language learning, particularly at the onset of the learning process, is vital. To this end, a quantitative study was conducted utilizing Vroom's (1964) expectancy theory and Pintrich and De Groot's (1990) motivational scale theory as the conceptual framework. The study involved administering a 26-item survey, which used 5-point Likert scales to 108 respondents studying French as a foreign language at a beginner level in a Malaysian public university. The survey was divided into four sections: demographic profile, instrumentality, expectancy, and valence. The findings revealed that learners exhibited both intrinsic and extrinsic motivation and had a positive perception of the importance of foreign language acquisition. Additionally, respondents had a strong belief in their ability to attain a high grade through hard work, although the fear of failure negatively impacted their motivation levels. Notably, there was a significant relationship between instrumentality, expectancy, and valence. These findings provide valuable insights into the motivational factors involved in foreign language learning at the beginner level and can potentially contribute to the cultivation of motivation in the foreign language classroom.

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Section: Past Studies On Motivation For Learning Languagementioning

confidence: 99%

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

Amali¹,

Seng²,

Rahmat³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…In general, maze learning was described as a complex process of eliminating and integrating behavioral tendencies, or representational elements of a cognitive map, in learning a maze pattern (Hull, 1932(Hull, , 1934a(Hull, , 1934b(Hull, , 1938Tolman, 1938Tolman, , 1948Tolman, , 1959).…”

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…Precursors to modern neuropsychological interpretations of maladaptive behavior were evident from the time of Binet and Simon (1909), Hull (1934aHull ( , 1943b, Porteus (1958) and Tolman (1959), in so much as they considered variability in adaptation in the maze learning context. However, analyses of repeating errors in the stepping-stone maze were not conducted until decades later when it was considered an important measure of perseveration behavior in neuropsychological studies (Karnath, Wallesch, & Zimmerman, 1991;Milner, 1965).…”

Section: Analysis Of Performance In Early Hidden Pathway Maze Learninmentioning

confidence: 99%

“…Interestingly, though, the theoretical models of maze learning, as a measure of adaptive behavior and motivation that had been developed in earlier decades (e.g. Tolman, 1959;Hull, 1934a) were mostly disregarded in neuropsychological studies. Instead, brain-based models of maze learning focused on the construct that a task was designed to measure, such as learning or planning (e.g.…”

Section: Maze Learning and Lesions Of The Frontal Lobesmentioning

confidence: 99%

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Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

et al. 2014

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Hidden pathway maze learning tasks (HPMLTs) have been used in neuropsychological research and practice for more than 80 years. These tasks require the use of visual and auditory task feedback signals to learn the order and direction of a pathway, typically within a grid of stepping-stones, or alleys. Hidden pathway maze learning tasks are purported to assess both visuospatial learning and executive processes. The original motivation for the HPMLT paradigm for humans was to reduce a complex tactual planning task to one in which decisions could be directly measured by discrete actions at choice points guided by visual cues. Hidden maze learning paradigms were used extensively throughout the 20th century, initially to study exploratory, anticipatory, and goal-related behavior within the context of memory research, and later as an experimental tool in neuropsychology. Computerization of HPMLTs have allowed for the measurement of different move categories according to the rule structure and ipso facto, clinically meaningful differences in memory and monitoring functions during spatial search and learning. Hidden pathway maze learning tests have been used to understand the cognitive effects of ageing, neurological disorders, and psychopharmacological challenges. We provide a review of historical antecedents relevant to contemporary applications of HPMLTs in neuropsychology. It is suggested that contemporary applications of HPMLTs could be advanced by analysis of component operations necessary for efficient performance that can inform theoretical interpretations of this class of tests in clinically meaningful terms.

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Family constellations and friendship systems

Toman

1989

Contemp Fam Ther

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Performance vectors: A theoretical and experimental attack upon emphasis, effect, and repression.

Cited by 4 publications

References 7 publications

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

Family constellations and friendship systems

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