Motivational Theories/Memory Acquisition

Write a 4-page section of a request for proposal (RPF) in which you address the topics of memory acquisition and apply motivational theory to behaviors, and create a sample lesson plan to add credibility to your proposal.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

• Assessment 3 Proposal Template.

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Cabeza, R., & St. Jacques, P. (2007). Functional neuroimaging of autobiographical memory. Trends in Cognitive Sciences, 11(5), pages 219–227.
• Patihis, L., Frenda, S. J., LePort, A. K. R., Petersen, N., Nichols, R. M., Stark, C. E. L., . . . Loftus, E. L. (2013).  False memories in highly superior autobiographical memory individuals. Proceedings of the National Academy of Sciences of the United States of America, 110(52), 20947–20952.
• West, R., & Brown, J. (2013). Theory of addiction (2nd ed.). Hoboken, NJ: Wiley.
• Tappatà, L. (2013). Beyond well-being: The fascination of risk and of the new psychological addictions. Hauppauge, NY: Nova Science Publishers.
• Price, H. O. (Ed.). (2011). Internet addiction. Hauppauge, NY: Nova Science Publishers.
• Sutin, A. R., & Robins, R. W. (2008). When the ''I'' looks at the ''me'': autobiographical memory, visual perspective, and the self. Consciousness and Cognition, 17(4), 1386–1397

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

• Rocho do Amaral, J., & Martins de Oliveira, J. (n.d.). Limbic system: The center of emotions. Retrieved from http://www.healing-arts.org/n-r-limbic.htm 
  • This site provides an illustrated overview of the neural circuitry and brain areas contained in the limbic system.
• Myers, C. E. (2006). Confabulation. Retrieved from http://www.memorylossonline.com/glossary/confabulation.html 
  • This Web site describes confabulation and its causes. It also provides useful information on memory related injuries and diseases including Alzheimer's. This site is maintained by Rutgers University as part of its Memory Disorders Project.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage. 
  • Chapter 12, "Learning and Memory," explores how and where memories are stored in the brain.
  • Chapter 6, "Motivation and the Regulation of Internal States," covers how homeostasis and drive theory are key to understanding physiological motivation.
  • Chapter 8, "Emotion and Health," examines how the brain and the rest of the body participate in emotion.

Assessment Instructions

In Assessments 1 and 2, you completed Part 1 and Part 2 of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 3 Proposal Template (linked in the Resources) to create Part 3 of the RPF by completing the following. Your objective is to provide information to support educators in their work with students and parents.

VII. Provide an Example From Your Own Memories

1. Think of an example in your own life of disagreeing memories. Document your memories, and note where there are differences and why that might be the case.
2. Explain how this exercise will be used to teach educators about memory acquisition; specifically: 
   • Outline memory acquisition.
   • Create a memory mapping of the brain.
   • Explain how information is processed.

VIII. Motivational Theories

1. Summarize these theories: 
   • Drive theory.
   • Incentive theory.
   • Arousal theory.
   • Brain state theory.
2. For each theory, identify a common behavior. Hypothesize what might have prompted the behavior from the perspective of each motivational theory.

IX. Create an Example Lesson

1. Create an example lesson using topics from one of these areas: science, social studies, history, math, et cetera. Select a topic that you feel comfortable with, and it should be relatively easy for you to create a short lesson.
2. Your lesson should be an example of how educators can use memory acquisition and motivational theory to teach, work with, and influence students. The purpose of your creating this lesson is to demonstrate your understanding of motivational theory, not the lesson content; in other words, if you select history as a topic, you will not be evaluated on the history content. However, keep in mind that whatever topic you select for your example lesson, you should strive to be as accurate as possible so as to lend credibility to your proposal.

Use the Capella library to research the material and support your proposal.

Additional Requirements

• Written Communication: Written communication should be free of errors that detract from the overall message.
• APA Formatting: Resources and citations should be formatted according to current APA style and formatting.
• Font and Font Size: Times New Roman, 12-point font, double spaced.
• Length: Write a minimum of 4 pages of content, and include a references page.

Motivational Theories/Memory Acquisition Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDDescribe memory acquisition and how information is processed. Does not identify memory acquisition and how information is processed. Identifies memory acquisition and how information is processed. Describes memory acquisition and how information is processed. Analyzes memory acquisition and how information is processed; provides relevant analogies to enhance the analysis. Identify a common behavior and hypothesize what might have prompted the behavior from the perspective of each motivational theory.Does not identify a common behavior or hypothesize what might have prompted the behavior from the perspective of each motivational theory.Identifies a common behavior but does not hypothesize what might have prompted the behavior from the perspective of each motivational theory.Identifies a common behavior and hypothesizes what might have prompted the behavior from the perspective of each motivational theory.Analyzes a common behavior and hypothesizes what might have prompted the behavior from the perspective of each motivational theory; provides relevant details to support analysis.Create an example lesson that applies memory acquisition and motivational theory to support the learning. Does not create an example lesson that applies memory acquisition and motivational theory to support the learning. Evaluates an example lesson on its memory acquisition and motivational theory aspects. Creates an example lesson that applies memory acquisition and motivational theory to support the learning. Creates an example lesson that applies memory acquisition and motivational theory to support the learning; provides details to illustrate how memory acquisition and motivational theory enhance the learning or lesson content. Write in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Does not write coherently to support a central idea with correct grammar, usage, and mechanics. Writes to support an idea, but writing is inconsistent and contains major errors of grammar, usage, and mechanics. Writes in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style. Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style. Uses correct APA format and style consistently and with few errors.