* Mdnotes File Name: [[Lepper1988]] * [[_Anotacions]] # Anotacions [[Lepper1988]] "The considerable similarities among the three approaches are evident. In each case, the first state is one in which an activity is approached for the learning, enjoyment, or challenge inherent in engagement in the activity itself." ([Lepper 1988:293](zotero://open-pdf/library/items/KVUS8CSN?page=5)) "Intrinsically motivated students should select activities and continue with them primarily as a function of the inherent "rewards" (e.g., a sense of personal mastery, control, challenge, or curiosity) that the task provides for them." ([Lepper 1988:296](zotero://open-pdf/library/items/KVUS8CSN?page=8)) "The central issue of instructional design in this case is how to maintain a sense of control or self-determination on the part of the student without an actual abdication of control by the teach~er." ([Lepper 1988:301](zotero://open-pdf/library/items/KVUS8CSN?page=13)) "The second involves attempts to increase the level of curiosity that educational activities evoke in the student." ([Lepper 1988:303](zotero://open-pdf/library/items/KVUS8CSN?page=15)) "Equally prevalent in traditional theories of intrinsic motivation is the idea - that people will be motivated by curiosity timulated by the recognition of some incongruity, discrepancy of new information from prior knowledge, or disconfirmation of present expectations (e.g., Berlyne, 1960, 1965; Hunt, 1961, 1965; Kagan, 1972)" ([Lepper 1988:303](zotero://open-pdf/library/items/KVUS8CSN?page=15)) "As with challenge, there is also some presumption that intermediate levels of discrepancy or incongruity should be most effective in producing curiosity. Indeed, Malone (1981) sought to identify the cognitive underpinnings of curiosity with the desire to bring "good - form"- that is, parsimony, consistency, and completeness o one's cognitive structures." ([Lepper 1988:303](zotero://open-pdf/library/items/KVUS8CSN?page=15)) "This "spreading interest" model of curiosity predicts that people will be interested in new information or knowledge to the extent" ([Lepper 1988:303](zotero://open-pdf/library/items/KVUS8CSN?page=15)) "that it relates to other topics or areas of prior interest to them, much as information propagates along links between nodes in classical "spreading activation" theories of memory (Collins & Loftus, 1975)" ([Lepper 1988:304](zotero://open-pdf/library/items/KVUS8CSN?page=16)) "A final approach to the design of educational activities to promote intrinsic motivation involves the notion of "contextualization" as discussed by Bruner (1966) and others." ([Lepper 1988:304](zotero://open-pdf/library/items/KVUS8CSN?page=16))