Presenter: Amanda Bishop, Oral Presentation
Research Title: Intrinsic and Extrinsic Motivation in Relation to Working Memory Task Performance
Faculty Advisor: Susanne Jaeggi
Within the classroom setting, motivation plays an important role in student success and a love for learning. From the beginning of motivational research on internal and external incentive theories in the 1970s, literature has attempted to define motivation and the implication of incentives in a classroom framework. Knowledge of motivational theory in connection to increased working memory performance could provide significant information on intriguing students to perform well in school. This study investigates the use of a working memory task and two differing incentives, focused on the external and internal modes of motivation, to determine whether an incentive alone can alter one’s performance on a particular task. As compared to a control group, there was no effect of incentive type on either reaction time or accuracy. Nonetheless, these findings provide valuable information on modes of incentives and their potential application and effects in a classroom environment.