Learning and Motivation最新文献

{"title":"A single reminder trial updates fear memory and affects extinction in rats housed under different living conditions","authors":"Irina V. Pavlova,&nbsp;Nadezda D. Broshevitskaya,&nbsp;Grigory A. Grigoryan","doi":"10.1016/j.lmot.2025.102098","DOIUrl":"10.1016/j.lmot.2025.102098","url":null,"abstract":"<div><div>The aim of the present study was to investigate the influence of housing of rats in the enriched environment (EE), social isolation (SI), overcrowding (CROW) and standard (STAND) conditions on the updating, reconsolidation and subsequent extinction of fear memory. Male and female rats were placed in different conditions from 30 to 120 postnatal days (PND). At PND 90 in all rats, the fear conditioning was elaborated. 24 hours later, half of the rats were re-exposed to the same context and cue presentation (Re+) and the other half did not receive re-exposure (Re-). After a further 24 hours, the retention test was used to assess reconsolidation of contextual and cue memory. For the next 2 days, the extinction of the conditioned fear response by applying 10 non-reinforced trials each day was carried out. In the retention test, the freezing time in response to the context or tone in Re+ groups housed in the STAND, EE or CROW conditions was substantially less than in Re- groups, which indicated memory updating. The freezing time to the tone in the SI Re+ vs. Re- groups were about the same and the freezing time in the SI Re+ was significantly longer than in the Re+ groups in STAND and CROW conditions. The decrease of the freezing time in response to the cue presentation in Re+ vs. Re- rats was maximal in the CROW group. The changes in fear memory elicited by reactivation persisted during the extinction trials. The results obtained indicate that the reactivation procedure in the SI rats does not update fear memory, and the memory of the CROW rats was the least stable. Two types of psychosocial stresses, social isolation and overcrowding, have multidirectional effects on the reconsolidation of fear memory.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102098"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooperation and competition enhance implicit sequence learning differently","authors":"Yajie Si 司亚杰 ,&nbsp;Biye Wang 王碧野 ,&nbsp;Adam Kawczyński","doi":"10.1016/j.lmot.2024.102090","DOIUrl":"10.1016/j.lmot.2024.102090","url":null,"abstract":"<div><h3>Background</h3><div>Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.</div></div><div><h3>Objective</h3><div>To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.</div></div><div><h3>Methods</h3><div>A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.</div></div><div><h3>Results</h3><div>During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.</div></div><div><h3>Conclusions</h3><div>Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102090"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory","authors":"Min Li","doi":"10.1016/j.lmot.2024.102087","DOIUrl":"10.1016/j.lmot.2024.102087","url":null,"abstract":"<div><div>Despite the burgeoning interest in gamification, empirical evidence on its impact on critical factors such as academic motivation, self-efficacy, achievement emotions (AEs), and vocabulary learning remains sparse. This study addressed this gap by examining how a game-enhanced learning (GEL) environment influenced these variables compared to traditional instructional methods, utilizing Activity Theory as the conceptual framework. A total of 361 students, encompassing both genders, participated in a quasi-experimental design. The participants were selected using stratified random sampling to ensure a representative sample across different academic levels and backgrounds. The study involved two groups: one engaged with traditional instructional methods and the other with a gamified learning setting. Quantitative data were collected through validated pretests and posttests measuring academic motivation, self-efficacy, AEs, and vocabulary acquisition. The results revealed that students in the GEL environment exhibited significantly higher levels of academic motivation and self-efficacy compared to their peers in the traditional setting. Furthermore, the gamified learning participants outperformed their traditional counterparts on the posttests of vocabulary and AEs. The study’s implications for teachers and curriculum developers are significant, suggesting that integrating game elements into language instruction can bolster motivation, self-efficacy, and overall learning success.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102087"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of observational modeling on quiet eye duration and free-throw performance in basketball","authors":"Ali Nasri ,&nbsp;Alireza Farsi ,&nbsp;Sònia Pineda-Hernández ,&nbsp;Saeed Alboghebeish","doi":"10.1016/j.lmot.2024.102070","DOIUrl":"10.1016/j.lmot.2024.102070","url":null,"abstract":"<div><div>Modeling of observation-based training offers a way for beginners to get ready to learn new abilities and handle challenging tasks. However, neither the composed effects of these techniques nor their underlying mechanisms have been studied. Therefore, the current study investigated the effect of expert and novice observational modeling and gaze behavior on free-throw basketball performance in novices and analyzed the mechanisms that facilitate learning with a quiet eye. Forty-eight novice student (age = 26.37 ± 3.12 years, height = 175.62 ± 7.40 cm) participants contributed to this research. They were arbitrarily divided into four groups: expert model with gaze guidance (EGG), expert model without gaze guidance (EWGG), novice model with gaze guidance (NGG), and novice model without gaze guidance (NWGG). Pre- and post-tests (acquisition and retention) were conducted to assess the participants' quiet eye and the performance of basketball free-throw skills. The participants underwent five consecutive days of observational learning with and without gaze guidance, followed by physical training. All throws were done with the dominant hand (right). Results indicated performance improvement effects of EGG &amp; NGG models with longer eye quiet duration accompanying it than EWGG &amp; NWGG models (P ≤ 0.05). Furthermore, in line with our prediction, long eye-quiet duration is linked with improved performance in motor learning tasks. It also facilitates the process of learning motor skills. The findings suggest the efficiency and effectiveness of the gaze behavior method and its positive impact on motor skills' observational learning modeling method.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102070"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT","authors":"Jia Xu,&nbsp;Qianwen Liu","doi":"10.1016/j.lmot.2025.102100","DOIUrl":"10.1016/j.lmot.2025.102100","url":null,"abstract":"<div><div>Artificial intelligence (AI) has become increasingly integral to second language learning due to its outstanding advantages, such as personalized learning experiences, real-time feedback, and increased engagement. Despite the growing popularity of AI-powered platforms like Duolingo and ChatGPT, there is limited empirical research comparing their effectiveness in fostering key educational outcomes. This study addressed this gap by investigating the impact of Duolingo and ChatGPT on the motivation, enjoyment, critical thinking (CT), and autonomy of English as a Foreign Language (EFL) learners in China. Employing a true-experimental design, the study involved three groups: two experimental groups (EGs) using Duolingo (n = 81) and ChatGPT (n = 81) and a control group (CG) (n = 82). The outcomes of a one-way MANOVA indicated that both experimental groups significantly outperformed the control group in terms of motivation, enjoyment, CT, and autonomy. Furthermore, the results demonstrated no significant differences between the Duolingo and ChatGPT groups, suggesting both platforms are equally effective in the constructs under investigation in this study. These findings indicated the potential of AI-driven platforms to transform second language education by providing engaging, personalized, and cognitively enriching experiences.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102100"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emerging role of aquaporin in neurodegenerative diseases: A novel target for drug development","authors":"Mengzhen Zhou,&nbsp;Ruen Liu","doi":"10.1016/j.lmot.2024.102083","DOIUrl":"10.1016/j.lmot.2024.102083","url":null,"abstract":"<div><h3>Background</h3><div>The early manifestations of Alzheimer's patients are a decline in learning and motivation, forgetfulness, especially what has just happened, and they become passive, unmotivated, and lose interest in hobbies. It is believed that the main pathological changes in Alzheimer's disease are abnormal deposition of β-amyloid (Aβ) protein and phosphorylation of tau in the brain, and various in vitro and in vivo experiments have shown that aquaporin-4 (AQP4) may be responsible for Aβ metabolism and clearance in Alzheimer's disease.</div></div><div><h3>Objective</h3><div>To provide a new direction for the diagnosis and treatment of Alzheimer's disease by characterizing the structure and function of AQP4 and the function and possible mechanism of AQP4 in the clearance of Aβ in Alzheimer's disease.</div></div><div><h3>Conclusion</h3><div>Strengthening of the regulatory effect of AQP4 on lymphatic function in the brain has an important effect on the development, progression and outcome of Alzheimer's disease. AQP4 agonists or agents that induce AQP4 opening are expected to become novel treatments for Alzheimer's disease.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102083"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uncovering the state of academic motivation, achievement emotion, self- confidence, and achievement goals in online/offline language instruction","authors":"Hu Wei ,&nbsp;Yipeng Luo","doi":"10.1016/j.lmot.2024.102085","DOIUrl":"10.1016/j.lmot.2024.102085","url":null,"abstract":"<div><div>In recent years, the rapid shift to online learning has transformed the educational landscape, raising critical questions about its impact on students' academic and psychological development. Traditional offline instruction, while structured and familiar, may not fully address the unique challenges and opportunities presented by virtual learning environments. With the increasing popularity of online education, it is crucial to examine its effects on students' academic motivation, achievement emotions, self-confidence, and achievement goals. This study aimed to investigate the state of academic motivation, achievement emotions, self-confidence, and achievement goals among EFL (English as a Foreign Language) learners in both online and offline language instruction settings. Data were gathered from 227 Chinese EFL students who participated in either online or offline language courses. A quantitative research approach was employed, using validated questionnaires to measure the students' self-confidence, achievement emotions, motivation, and achievement goals. The results of independent t-tests and MANCOVA tests showed significant differences between the online and offline teaching modes. Specifically, the students in the online learning environment demonstrated higher levels of self-confidence, motivation, and achievement emotions and goals compared to those in the offline environment. These findings underscore the importance of creating flexible teaching methods that cater to the unique needs of both online and offline learning environments. Teachers should consider integrating elements from both modes to optimize learning experiences and support students' academic and psychological development in diverse instructional contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102085"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing with motivation: To delve into the impacts of modifications in academic materials on learners' motivation, creativity, and writing progress in online instruction","authors":"Min Yang ,&nbsp;Xiaoluo Meng ,&nbsp;Farhana Diana Deris","doi":"10.1016/j.lmot.2024.102086","DOIUrl":"10.1016/j.lmot.2024.102086","url":null,"abstract":"<div><div>The rapid transformation in education towards online instruction has highlighted the essential need of motivation in improving learning results. Fostering and maintaining learner motivation is especially important in remote and virtual learning contexts, since students may quickly get disengaged without the physical presence and instant feedback from instructors. This research delves at the effects of modifications applied to academic resources on English as a Foreign Language (EFL) learners' motivation, creativity, and writing development in an online instructional context. This study included a cohort of 47 EFL students attending a private language university in Malaysia. The data was analyzed using the ANCOVA statistical approach. The results indicate that modifications to the teaching materials, such as the inclusion of more captivating content, interactive components, and individualized feedback, had a noteworthy beneficial impact on the students' motivation, creativity, and overall writing proficiency. The findings underscore the need of creating online course materials that address the motivating requirements of students and encourage their active participation in the learning process. Furthermore, implications for instructional designers and online teachers, highlighting the need of adopting a learner-centered approach to improve the quality and efficacy of remote writing training are discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102086"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mood affects attention in knowledge-free reasoning task, not scores","authors":"Paulo G. Laurence ,&nbsp;Elizeu Coutinho Macedo","doi":"10.1016/j.lmot.2025.102099","DOIUrl":"10.1016/j.lmot.2025.102099","url":null,"abstract":"<div><div>Recent research disputes the idea that acute stress affects academic performance when prior knowledge is controlled, challenging the interference hypothesis. However, the impact of mood on cognitive performance in knowledge-free tests, such as matrix reasoning tasks, remains unclear. This study examines the effects of positive and negative mood inductions on matrix reasoning performance, focusing on behavioral and eye movement measures. Experiment 1 confirmed effective mood induction, with the negative valence group showing increased stress. Experiment 2 found that while mood induction did not affect overall performance, it influenced attention allocation. Participants in the positive valence group displayed a less structured scanpath than those in the negative valence group. These results question the interference hypothesis, suggesting that stress does not impair performance in knowledge-free tasks and highlight the importance of attention allocation in educational assessment contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102099"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-exposure effect in social foraging: A study with groups of pigeons (Columba livia)","authors":"Rosalva Cabrera ,&nbsp;Martha Elisa López ,&nbsp;y Luis Alfaro","doi":"10.1016/j.lmot.2024.102088","DOIUrl":"10.1016/j.lmot.2024.102088","url":null,"abstract":"<div><div>In collective foraging situations, the members of a group use two different kinds of responses to obtain food: producing and/or scrounging. Previous studies indicate that the frequency of use of both responses depends on the conditions to which the members of the group have been previously exposed to, which shows the importance of studying learning factors specifically. The aim of this study was to assess the effect of pre-training under different foraging conditions with the strategies used in collective foraging. Six groups of pigeons were assessed, with three pigeons per group. Three of these groups received a pre-exposure under individual conditions in which they engaged in production responses to have access to food; the other three groups were pre-exposed under collective conditions in which they were able to have access to food by producing or scrounging with a mixed strategy. The groups under both conditions were subsequently assessed during three collective foraging sessions in equal conditions. The assessed indicators were: the producer-scrounger response rate; the percentage of exploited patches and the time between opening of patches; the results showed that the pre-exposed groups under individual conditions used the production response more frequently compared to scrounging. When performing a correlation between the percentage of patches opened and the percentage of individuals that opened one patch at least, a high and positive rate was obtained between both variables. In summary, the findings in this paper show the impact of learning in collective foraging situations.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102088"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}