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Executive Functions - Collaborative problem solving , ADHD and motivation
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<blockquote data-quote="TerryJ2" data-source="post: 373705" data-attributes="member: 3419"><p>Ah, I think I just answered my own question, at least in terms of clinical observation.</p><p>And I both agree and disagree with-you.</p><p> </p><p><em>**********</em></p><p><em>From the Self Determined theory site ' Some of the most surprising insights to emerge from SDT research call into question the traditional use of incentives. For example, behavioral research has shown that extrinsic rewards, like money or grades, actually undermine a person's interest in voluntarily engaging in a task. In short, rewards can backfire.</em></p><p><em>Kou Murayama from the University of Munich, Germany explored the neurobiology underlying this counterintuitive finding at the conference. In a recent study, Murayama and his colleagues scanned the brains of participants before and after completing a timed task. One group of participants was promised a reward. A second group performed the task with no incentive, although afterward they were surprised with compensation.</em></p><p><em>Using functional magnetic resonance imaging (fMRI), the study showed that entirely different areas of the brain are activated by the same task depending on whether a person anticipates a payoff or not. When focused on a reward, the brain switches off those areas associated with voluntary or self-initiated activities. '</em></p><p><em>in my humble opinion there maybe a developmental delay , but the lack of intrinsic motivation has more to do about the boring and uneganging nature of school and the parenting strategies of reward and punishments. Education and Parenting that supports children's autonomy - ( not independence but interdependence ) helps them be more self determined more intrinsically motivated. SDT says that 3 needs - autonomy , competence , relatendness facilitate intrinsic motivation and being determined</em></p><p><em>**************</em></p><p> </p><p>I think that medications, used WITH conditioning and interdependence, will provide the needed changes permanently IF the tasks are done <em>repetitively </em>and the rewards are given <em>inconsistently</em>.</p><p> </p><p>Inconsistent rewards work best with-animals and humans. It has been proven that if rewards are always given to animals, they are the only motivation. I hate to compare dog training with-humans (even Dr. Rosemond hates comparing dog training and human conditioning, but WTH) but in many respects, the parallels are unmistakable. </p><p> </p><p>In addition, even with-a Pervasive Developmental Disorder (PDD) child, rewards can become boring or the individual can outgrow them. Use stickers, for example. What worked at age 5 may not work at age 20, depending upon the severity of the Pervasive Developmental Disorder (PDD). At some point, the individual will either say, "Forget it, I'm not doing this any more, it's boring and the reward is boring," or "Never mind, the reward is boring but I'll do it anyway." (Perhaps this is where you and I agree, and it could be a matter of maturity or at the very least, expediency.)</p><p> </p><p>medications calm the individual's frontal lobes (I am specifically talking about Pervasive Developmental Disorder (PDD) here, in regard to frontal lobes) and allow the individual to more accurately and efficiently assess the situation and thus, perform properly. The more the individual performs the task at hand, the more pathways they are actually creating in their brains--NEW pathways that need to be created and maintained.</p><p> </p><p>with-o medications, quite often the individual is too fragmented to understand, interpret, and incorporate the instructions and changes, so any teaching, methods or tasks are lost or wasted.</p><p> </p><p>Thank you for an intriguing post and food for thought.</p></blockquote><p></p>
[QUOTE="TerryJ2, post: 373705, member: 3419"] Ah, I think I just answered my own question, at least in terms of clinical observation. And I both agree and disagree with-you. [I]**********[/I] [I]From the Self Determined theory site ' Some of the most surprising insights to emerge from SDT research call into question the traditional use of incentives. For example, behavioral research has shown that extrinsic rewards, like money or grades, actually undermine a person's interest in voluntarily engaging in a task. In short, rewards can backfire. Kou Murayama from the University of Munich, Germany explored the neurobiology underlying this counterintuitive finding at the conference. In a recent study, Murayama and his colleagues scanned the brains of participants before and after completing a timed task. One group of participants was promised a reward. A second group performed the task with no incentive, although afterward they were surprised with compensation. Using functional magnetic resonance imaging (fMRI), the study showed that entirely different areas of the brain are activated by the same task depending on whether a person anticipates a payoff or not. When focused on a reward, the brain switches off those areas associated with voluntary or self-initiated activities. ' in my humble opinion there maybe a developmental delay , but the lack of intrinsic motivation has more to do about the boring and uneganging nature of school and the parenting strategies of reward and punishments. Education and Parenting that supports children's autonomy - ( not independence but interdependence ) helps them be more self determined more intrinsically motivated. SDT says that 3 needs - autonomy , competence , relatendness facilitate intrinsic motivation and being determined[/I] [I]**************[/I] I think that medications, used WITH conditioning and interdependence, will provide the needed changes permanently IF the tasks are done [I]repetitively [/I]and the rewards are given [I]inconsistently[/I]. Inconsistent rewards work best with-animals and humans. It has been proven that if rewards are always given to animals, they are the only motivation. I hate to compare dog training with-humans (even Dr. Rosemond hates comparing dog training and human conditioning, but WTH) but in many respects, the parallels are unmistakable. In addition, even with-a Pervasive Developmental Disorder (PDD) child, rewards can become boring or the individual can outgrow them. Use stickers, for example. What worked at age 5 may not work at age 20, depending upon the severity of the Pervasive Developmental Disorder (PDD). At some point, the individual will either say, "Forget it, I'm not doing this any more, it's boring and the reward is boring," or "Never mind, the reward is boring but I'll do it anyway." (Perhaps this is where you and I agree, and it could be a matter of maturity or at the very least, expediency.) medications calm the individual's frontal lobes (I am specifically talking about Pervasive Developmental Disorder (PDD) here, in regard to frontal lobes) and allow the individual to more accurately and efficiently assess the situation and thus, perform properly. The more the individual performs the task at hand, the more pathways they are actually creating in their brains--NEW pathways that need to be created and maintained. with-o medications, quite often the individual is too fragmented to understand, interpret, and incorporate the instructions and changes, so any teaching, methods or tasks are lost or wasted. Thank you for an intriguing post and food for thought. [/QUOTE]
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