Intrinsic motivation develops from the application of motor science

The working drives of student’s brain in knowledge transfer processing can come from a variety of sources, including intrinsic and extrinsic motivations, as well as personal values, beliefs and social pressures.

Difference between cognitive science and motor science

Extrinsic motivation always develops from the application of cognitive science. The application of motor science transforms extrinsic motivation to intrinsic type. In system learnography, 80% of the motivation is intrinsic type due to the development of motor abilities. This is the difference between motor science and cognitive science. Motivation plays a key role in education system to engage students in listening to teaching. We know that cognitive science is always focused in the period system of educational teaching.

Intuitive practice involves self-directed learning and an inherent motivation to explore and engage with the new materials of knowledge transfer. It also shares similarities with intrinsic motivation in motor-based learning. When learners are given opportunities to engage in the physical activity of goal oriented tasks that aligns with their natural inclinations, they are more likely to be intrinsically motivated to learn, which can lead to deeper engagement and better learning outcomes.

By leveraging the principles of motor science to create learning environments that support intuitive and self-directed practices, knowledge transfer can help pre-training students to develop the skills and intrinsic motivation they need to become lifelong learners in working and living.

Extrinsic Motivation

Extrinsic motivation refers to the desire to engage in an activity for external rewards or incentives, such as grades, money or recognition. In the context of knowledge transfer processing, extrinsic motivation may come from a desire for recognition or promotion at work, the need to acquire certain credentials or qualifications or the promise of financial incentives.

Educational teaching is the aspect of cognitive science and psychology. Extrinsic motivation, on the other hand, refers to external factors that motivate a person to learn, such as rewards or punishments. For example, a student who is given a grade for reading a book may be extrinsically motivated to complete the reading, even if they do not have a natural interest in the topic.

Intrinsic Motivation

Intrinsic motivation refers to the internal drive that a person has to engage in a particular activity, often because they find the activity enjoyable, interesting or satisfying in and of itself. It is a type of motivation that comes from within a person, rather than being imposed by external factors.

Intuition, on the other hand, refers to the ability to understand or know something without the need for conscious reasoning or analysis. It is often described as a "gut feeling" or a sense of knowing that is difficult to explain or articulate.

While there may be some overlap between the concepts of intrinsic motivation and intuition, they are ultimately different ideas that operate on different levels of human experience. Pre-trained students may be intrinsically motivated to pursue a particular path for book to brain learnography because they have a strong intuitive sense that it is the right choice.

Role of basal ganglia in goal-directed behaviors

Laws of learnodynamics have shown that when individuals are engaged in activities that they find rewarding or that are aligned with their personal goals, the basal ganglia of brain release dopamine. This is neurotransmitter that is associated with pleasure and reward. This dopamine release reinforces the behavior and makes it more likely that the individual will continue to engage in the activity. Specifically, basal ganglia play a key role in the initiation and maintenance of goal-directed behaviors, including those related to knowledge transfer processing for learnography.

Motor learning and habit formation

Neurological studies have also shown that basal ganglia are involved in habit formation and motor learning transfer. When individuals repeatedly engage in a behavior, such as practicing a skill related to knowledge transfer processing, the basal ganglia gradually learn to associate the behavior with a specific context or cue. This motorized behavior becomes more automatic over time. This is known as habit formation and it can be a powerful driver of working desires in the context of knowledge transfer processing.

Prefrontal cortex involved in decision-making

In addition to the basal ganglia, working drives in the context of motor science can also be influenced by other neurological factors such as prefrontal cortex. This brain area is involved in decision making and executive function. The cerebellum is involved in higher level cognitive functions, motor coordination and balance in transfer processing.

The working drives of pre-training students in the context of motor science are closely tied to the functioning of the basal ganglia. It plays a key role in reward processing, habit formation and motor learning. By understanding these neurological processes, individuals can better understand and harness their working drives to support their learning processes and knowledge transfer goals.

In addition to intrinsic and extrinsic motivation, the working drives in knowledge transfer processing can also be influenced by other factors such as social pressure, fear of failure, and personal values and beliefs. For instance, a learner may be driven to succeed in knowledge transfer processing because of a sense of responsibility to others, a desire to make a positive impact in their community or a belief that knowledge acquisition is an important part of personal growth and development.

School Made for Knowledge Transfer