We encourage you to move beyond using technology as a quickfix and focus on the learning to drive the context. The following resources were highlighted in the video:
The other morning a colleague sent me the tweet from Daniel Pink “The secret to learning is overlearning…” which pointed to Cari Romm’s (2017) New York Magazine post To Truly Learn Something, Study Until You’ve Mastered It — and Then Keep Studying. Since I am a learning theorist and am always searching for “the secret to learning” and since Pink’s book Drive: The Surprising Truth About What Motivates Us is still one of my favorite books on motivation I started down the rabbit trail by reviewing Romm’s article in the Science of Us section of the blog. The reason I used the terms “started down the rabbit trail” and also used “reviewed” rather the “read” is very significant because in order to get to the truth or the actual facts about what these various people were stating I ended up looking at several other magazine/blog posts and then a few journal articles and went back to a couple of books to get the full story and really see what the facts are. While I am referring to this process of going down the rabbit trail what I am really referring to is simply doing the due diligence of analytical thinking and getting to the facts by going back to the primary sources to see what is really being said. Let me explain why this is so important and why we need to encourage everyone to verify what is being said and written.
Getting back to Romm’s post about the secret to learning, the headline alone would suggest that the article is about learning. Romm’s opening statement also points to and questions deliberate practice and elite performance:
…On its own, deliberate practice isn’t enough to turn you into an elite performer, whether you’re talking about boosting your athletic prowess or learning to play the violin.
Since I have been studying Anders Ericsson’s research into deliberate practice for many years I was intrigued by this opening statement and immediately reviewed the short post and followed the link to the post that Romm had pointed to in her opening. Before I deal with this second stop on the rabbit trail I need to explain that Romm’s generalization did not line up with the findings of the article Overlearning hyperstabilizes a skill by rapidly making neurochemical processing inhibitory-dominant in Nature Neuroscience (2017) she referred to and while she used the term learning what the article was referring to was actually training and memorization. This is where we get into a problem that can be resolved with clearly defining terms. How is the term “learning” really being used?
The learning that the authors of the Nature article referred to was in the context of a learned response to a stimulus. They also referred to training and memorization and their primary conclusion was that after a training event or session the learned stimulus-response needs to be stabilized or reinforced in order to prevent it from being disrupted by a new learned response. To prevent this loss you need to spend a minimum of 20 more minutes after you have reached the training plateau to reinforce the effect of training – which they referred to as overlearning. The authors of the Nature article (2017) were researching how people responded to a visual-recognition task by asking the participants to identify patterns in images and then measured the concentrations of excitatory and inhibitory neuro-transmitter levels in the visual areas of the brain. In a nutshell these researchers have identified the biological reaction in the brain that reinforces a conditioned response by increasing the excitatory neuro-transmitters and they have generalized that overlearning rapidly and strongly hyperstabilizes this biological reaction (Shibata et al., 2017). While they have also gone as far as to generalize that overlearning will help you retain your training or memorization they do qualify that their work has only gone as far as exploring this within the visual context.
While there are elements of data to support Romm’s headline the generalization – to truly learn something you need to study until you master it and then keep on studying is not correct. A more accurate claim would be – to truly memorize something you need to study until you master it and then keep on studying. There is a big difference between memorizing something and learning something. Learning is making meaningful connections by connecting new information or ideas with existing information or ideas to come to know something new. While memorization plays a role in the learning process it is only part of the process and all too often is used by people to simply regurgitate information. Richard Feynman (2014) reminds us that there is a difference between knowing the name of something and knowing something.
I firmly believe that Romm has no malicious intent in or intentionally wanted to mislead people but this where it is our responsibility to analyze and assess the author’s argument for validity. While there are elements of truth in her generalization of benefits of studying the assertions of the opening statement “deliberate practice isn’t enough” are actually misleading and unfortunately false.
This leads us further down the rabbit trail. Rather than look at primary sources and Anders Ericsson’s actual research into deliberate practice Romm points and links to another Science of Us blog post 10,000 Hours of Deliberate Practice Aren’t Going to Get You Olympic Gold by Drake Baer (2017). Unfortunately for Romm, Baer isn’t much better at research and doesn’t bother by going to the primary sources either to really find out the what he is referring to as deliberate practice or the 10,000-hour rule. Baer mistakenly points to Galdwell’s book Outliers and suggests that deliberate practice is simply a matter of putting in 10,000 of hard work and links to his own 2013 FastCompany article that confirms that you just need to put in the time. To be fair to Baer he does suggest in that you need to work on the hard parts to get better but only refers to a BrainPickings article (Popova, 2013) rather than a primary source. To add an appeal to authority Baer also points to the Karl Smith’s (2016) Scientific America blog post No One Wins Gold for Practicing the Most which also gets it wrong. While Smith does point to Macnamara, Hambrick, and Oswald’s (2014) research article Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis in Psychological Science to support his argument I am relatively certain he hasn’t read the full article or even looked at Ericsson’s original research or most recent work because he incorrectly defines deliberate practice and overemphasizes the 10,000 hour aspect.
If you look at Ericsson’s research or his latest book Peak: Secrets from the new science of expertise (2016) which summarizes all his work on deliberate practice you will find that the 10,000-hour rule that Gladwell popularized is actually false. Ericsson (2016) actually stated that depending on the discipline and various other factors a rudimentary level of expertise could be reached after one put in 7500 – 15,000 hours. This is a big range and Gladwell generalized this idea by simply picking the 10,000 point because it would be easier to remember. Ericsson (2016) also points out that this is just the starting point of expertise and many world-class performers have put in more than 20,000 more hours to be the best. The 10,000-hour rule is not a rule but a popular myth and authors like Romm and Baer mistakenly refer to this myth.
But there is an even bigger problem with the arguments of bloggers Romm, Baer, Smith and the researchers Macnamara, Hambrick, and Oswald. They all define deliberate practice incorrectly. Deliberate practice is not just putting in the time or working harder or pushing oneself further, nor is it just using structured practice. Ericsson (2016) is quite clear when he states that just practicing countless hour after hour, in the same way, will not help one improve and in many instances this repetitive practice, even if it has some form of structure, can potentially degrade performance. It is not the total hours or the fact that there is a structure that matters it is how one practices in those hours and what that structure is that matters.
According to Ericsson (2016) deliberate practice involves the following four components:
Goals – you have to have a clear vision of what you are working toward or hope to accomplish. Watching or visualizing the activity performed perfectly either in a video of yourself or another expert will help you get to your goals.
Focus – you have to break down the activity into smaller chunks and slow down the process to get a higher degree of control and precision. Paradoxically you have to slow down to get smooth enough before you can get faster and better.
Feedback – you have to analyze your performance and look for ways to improve. Most experts have learned to continually error correct and look at and analyze what they are doing with an eye to continuous improvement. This is where coaches, good teachers and even video recordings of your performance come into play. Most novices will require a coach to provide the necessary feedback because they often don’t even know what they need to improve. A cycle of feedback and continuous error correction is the key to deliberate practice
Exit your comfort zone – you have to push yourself beyond your comfort zone order to make improvements. The key is to push just enough to be slightly uncomfortable but not so much that you will fail immediately. Experts have learned what that 3-4 % improvement feels like and to know when they are going to far out of their comfort zone to reach new levels of performance.
Ericsson also points out that experts have a deep set of mental representations of their discipline that make it easy for them to do things that look magical to the average person. Experts have done the mental reps that give them the highest levels of mental representation that enable them to operate at the highest level. This is a combination of mental and physical training at the highest level and is much more than working or practicing hard for 10,000 hours. So at this point in the rabbit trail, I hope one can see that these first few authors really shouldn’t be trusted. It appears that the bloggers Romm and Baer may be more interested in building their following with catchy headlines to promote their writing then they are with the facts. If we can’t trust these authors then who can we trust—the academics? Smith is a Ph.D. candidate who published in the Scientific America blog and the researchers Macnamara, Hambrick, and Oswald are publishing in peer-reviewed journals but can we trust their findings just based their credentials and a perceived higher quality of the publication. Unfortunately, not. Smith didn’t bother looking at the primary sources to get a clear definition of deliberate practice and was too willing to simply run with the notion that deliberate practice involves harder work. If you compare the notion of harder work with the 4 components of deliberate practice listed above it is clear that deliberate practice is much more than hard work.
When you review the work of Macnamara, Hambrick, and Oswald (2014) you will find that they have gone to the primary sources but unfortunately, you will also see that they define deliberate practice as
engagement in structured activities created specifically to improve performance in a domain. (p. 1608)
which is not an accurate definition to use in their meta-analysis. Such a vague definition of deliberate practice not only cast doubts on the authors’ findings that deliberate practice only explained 26% of the variance in performance for games, 21% for music, 18% for sports it calls into question their entire research. The key to deliberate practice is the details of the purposeful goals, focus, feedback while pushing the limits. This is much more than just structure. While Macnamara, Hambrick, and Oswald do confirm that deliberate practice is still important they posit that it is not as important Ericsson argues.
This is where one has to be careful in examining the data, the research methods and exactly what the researchers are looking for. While I have stated earlier that I am calling their findings into question I will also state that it appears that their research is accurate. Let me explain, if you use a very loose definition of deliberate practice and simply point to structured activity then you will get the results that they point to. This is what they found in their meta-analysis. However, if you use the authentic definition of deliberate practice from the primary sources I would argue that there would be a very different result. Macnamara, Hambrick, and Oswald did a very thorough job on some aspects of their research like their methods, their analysis, and coding of the information but their research question was based on an inaccurate or overly broad definition of deliberate practice (Ericsson, 2016b).
So at this point of the rabbit trail, we find out that many of the claims made by numerous authors are simply wrong because they did not go to the original sources and kept referring to other authors who also failed to go to the original sources. And when we finally found some authors who did go to the original sources their claims could not be trusted either because these authors did not use the same definitions that the original authors used.
Who can you trust? Trust yourself. We have the responsibility to verify what we read by reading critically and thinking analytically while looking at the evidence. While I referred to this process of going down the rabbit trail it really is just a matter of seeing if an author has supported what they are saying and can corroborate their statements with external sources. Ideally, the external source should be primary sources. There will always be differences of opinions and biases but if you are objective enough and can look at the facts you should be able to discern what is accurate regardless of your bias. Admitting your bias is also is a good way of assuring your reader that you are attempting to be objective—we all have biases.
In summary, the tweet the other morning led to the above explanation and the examination of the following sources, and the following conclusions. Contrary to the errant claims of several authors who demonstrated very poor research skills the actual facts show:
deliberate practice will help you become an elite performer,
overlearning is great for memorization but memorization itself shouldn’t be mistaken for learning,
the 10,000-hour rule isn’t a rule but a pop culture myth and an interesting rap song.
accurate definition of terms is crucial to valid and reliable research.
This whole process took much more time than I had hoped or expected but if you really want to know then you have to do the due diligence and look at all the facts. There is no a quick fix. The most efficient way is to go back to the primary sources and see what is really being claimed. In the information age, there is an abundance or overload of available information so the need to do this is greater than ever before. Anyone can put anything up on the Internet so we have to be even more diligent than ever before. Unfortunately, the notion of trusted sources is something that we cannot rely on upon anymore, at least not completely. I will go as far as to suggest that there are some sources that I may be more inclined to initially trust but I would still verify. Stating what those sources are is a whole other argument and post. There are just far too many examples of faulty research being exposed and if you consider my example above, all it takes is a definition of terms to be ignored and the results of the research will be inaccurate. Furthermore, we need to be willing to heed the warnings of Chuck Klosterman (2016) who asks the question What If We’re Wrong? If we look how our understanding of science and the world around has progressed in the last several centuries then we should be willing to admit that there may be some things that we hold to be true today that may be false 10, 20, 50 or more years into the future.
We do live in the most amazing time to be a learner. All the world’s information is available to us in the palms of our hands. Because so much information is available we must not only be prepared but be willing to take the time that it takes to critically and analytically assess all the information we are taking in.
References
Baer, D. (2013, October 29). Why “Deliberate Practice” is the only way to keep getting better [Magazine]. Retrieved June 9, 2017, from https://www.fastcompany.com/3020758/leadership-now/why-deliberate-practice-is-the-only-way-to-keep-getting-better
Baer, D. (2016, August 8). 10,000 hours of deliberate practice aren’t going to get you Olympic gold [Blog]. Retrieved June 9, 2017, from http://nymag.com/scienceofus/2016/08/deliberate-practice-isnt-going-to-get-you-olympic-gold.html
Ericsson, A., & Pool, R. (2016). Peak: Secrets from the new science of expertise. New York, NY: Eamon Dolan/Houghton Mifflin Harcourt.
Ericsson, K. A. (2016). Summing up hours of any type of practice versus identifying optimal practice activities: Commentary on Macnamara, Moreau, & Hambrick (2016). Perspectives on Psychological Science, 11(3), 351–354.
Klosterman, C. (2016). But what if we’re wrong?: Thinking about the present as if it were the past. New York, NY: Blue Rider Press.
Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions a meta-analysis. Psychological Science, 25(8), 1608–1618.
Popova, M. (2013, October 17). The psychology of getting unstuck: How to overcome the “OK Plateau” of performance & personal growth. Retrieved June 9, 2017, from https://www.brainpickings.org/2013/10/17/ok-plateau/
Richard Feynman : Knowing the Name of Something. (2014). [Video file] Retrieved from https://youtu.be/lFIYKmos3-s
Romm, C. (2017, January 31). To truly learn something, study until you’ve mastered It — and then keep going [Blog]. Retrieved June 9, 2017, from http://nymag.com/scienceofus/2017/01/to-truly-learn-something-study-way-more-than-you-need-to.html
Shibata, K., Sasaki, Y., Bang, J. W., Walsh, E. G., Machizawa, M. G., Tamaki, M., … Watanabe, T. (2017). Overlearning hyperstabilizes a skill by rapidly making neurochemical processing inhibitory-dominant. Nature Neuroscience, 20(3), 470–475.
Smith, K., J. (2016, August 5). No one wins gold for practicing the most. Retrieved June 9, 2017, from https://www.scientificamerican.com/article/no-one-wins-gold-for-practicing-the-most/
In the The Behavioural ScienceGuys video David Maxfield and Joseph Grenny make the argument:
When you are trying to influence people who need motivation and not information, don’t offer more information.
They warn us that if you offer to much information you can provoke people to reactance. The best way to motivate people is not with speeches but with questions.
Consider the following questions:
What is the goal/purpose/intent of your message?
Are you motivating people or are you just providing more information?
Maxfield, D., & Grenny, J. [VitalSmarts Video]. (2015, January 5). How to change people who don’t want to change: The behavioral science guys [Video file]. Retrieved from https://youtu.be/9ACi-D5DI6A
My boys are competitive Down Hill Mountain bike racers and they recently raced in several events at Whistler Crankworx. This meant that they had several practices, qualifiers, and final races that ran very close together and had to incorporate protein and energy bars into their nutritional plans to get them through their hectic schedule over the week of racing. High quality protein and complex carbohydrates packed into a portable bar are not just a convenience for my sons, they are a necessity if they wish to stay fully fuelled and competitive. Slipping a couple of these small energy packed bars into a jersey or shorts pocket means my boys can quickly and easily maintain their nutritional needs for the hectic training and/or racing session.
A quality protein and energy bar has little or no sugar, uses natural ingredients, and has a balance of protein and complex carbohydrate to help an athlete maintain their energy when they are unable to access whole foods. Bars that are nutritionally high quality often don’t taste the greatest because the manufacturers stay true to the purpose of helping to fuel a competitive athlete. Unfortunately, as protein and energy bars get more and more popular quality bars are getting harder and harder to find because too many manufacturers are willing to move away from the fundamental purpose of the bars and focus primarily on the taste of the bars at the expense of the nutritional quality.
When you focus on the taste and not the nutritional needs of an athlete you end up with something that sounds like it would be a good thing, but when you look at the details you find it’s not the case. The list of ingredients on the following popular protein and energy bar reveals that taste and not nutrition is their priority:
Evaporated cane juice syrup and corn maltodextrin are the first and third listed ingredients which also indicates their quantities. While neither of these ingredients are listed as sugar they are essentially the same as sugar hiding behind a more natural name. The more diligent athlete who is aware of the sugar synonyms won’t be tricked by the manufacturer and will look for a better bar, but for the average person who isn’t as informed this fake protein and energy bar is really not much better then a typical candy bar. At least in the candy bar the manufacturers don’t try to hide the actual ingredients behind more natural sounding names:
What makes this really serious is that the majority of protein and energy bars are really not much better or different then candy bars when you look at the first three ingredients:
Protein bar – Evaporated cane juice syrup oat bran, corn maltodextrin and soy protein isolate Candy bar – Sugar, peanuts, and corn syrup
Yes the protein bar does have a few better ingredients, it does have soy isolate protein powder, but for the most part it is just a candy bar with added protein. This is very alarming and in the display pictured below there are a couple of dozen different types of bars and there were only two that were actually healthy enough to be used by a competitive athlete:
How does such a good idea, a portable highly nutritious bar that a competitive athlete can use to stay energized, go from good to bad. Simply shift the primary purpose from a portable highly nutritious bar used by competitive athletes for fuel to a good tasting convenience snack used by anyone. Most competitive athletes are willing to deal with the lack of flavour and even a chalky texture in their bars because they know that it isn’t about the taste it is about the fuel that they need to stay competitive.
This shift in purpose from fuel to taste has as a dramatic effect on an individuals results as a shift from a focus on learning to technology has on the learner.
We can run into a similar problem in education when we shift our focus from the learning to the technology. In his post How to Fake a 21st Century Classroom Terry Heick satirically posits how to:
“fake 21st century thinking and learning environment to make the right kind of impression with the right people, and give the appearance of forward-thinking.”
Useful ideas like Project-Based learning, 1 to 1, and blended learning can all too easily loose their benefit when we shift the focus from learning and just do projects, just focus on the devices, and just focus on the content delivery part of the blended learning. Heick points to ten good learning ideas that can easily go bad for the learner if we shift our focus from the learning to the technology or to what appears to be a trendy 21st Century activity. His post How to Fake a 21st Century Classroom Terry Heick is worth the read but I must caution you that you may be bothered or convicted by a few convenient or fake activities that you may have fallen into. I know I am taking a hard look at several of my activities as a result of reading his post.
As educators, our responsibility is to know better, to know that you can’t fake Project-Based learning by doing make work or fake projects. You have to give the learner the control, ownership and voice over an authentic project that will make some sort of difference in the learner’s personal life or community. You can’t just fake 1 to 1 by making students do digital worksheets on their iPads. You have to give the learner the opportunity to use their devices for creation, collaboration and communication and enable them to learn all the time and everywhere with everyone. You can’t just fake blended learning by focusing on the content. The emphasis on creation, collaboration and communication in your blended learning environment will also enable your learners to go much deeper then they would if you were to focus on the delivery of content.
As educators we should know better but just like the average person who is swayed by the appearance, convenience and taste of the fake protein bars we too often can be swayed by wanting to give the right kind of impression and the appearance of forward-thinking.
We can also be swayed by the fact that we may be faking it until we make it; meaning that we may move toward our learning goals by implementing changes incrementally and may use that worksheet on the iPad as a transition activity until we can focus on more genuine activities. This is understandable and as long as the transition happens this will be fine. But just like the fake protein bars that will work when you don’t have anything else available, temporary or transition use of technology can also work, but also like the fake protein bars long term use would not be heathy for the athlete or the learner.
These past several weeks my two boys, Levi and Caleb, have spent most of their days riding Silver Star and Whistler Bike Park, Whistler Aerodome and other DownHill and DirtJump locations in British Columbia. This type of riding is not only extremely hard on the human body (i.e. Levi’s concussion and recent shoulder injury and Caleb’s ongoing aching hands, too many bruises, scrapes and scratches to mentions) it may even be harder on the bikes. As result there is extensive daily maintenance and the all too often broken component that needs to be replaced as a result of bad hit, wipe out our simply the harsh terrain.
Up until this summer I had been supervising and directing this daily maintenance. Taking on a new position at BCIT means that I am not going to be able to ride with my boys on a daily basis and help them with their bike maintenance and repairs. That is why a recent Saturday morning at Silver Star confirmed that the gift of intrinsic motivation that I have been giving my boys for several years has not only finally been fully received, it has blossomed into the wonderful sight displayed in these pictures.
Cluster Removal
Lockon Grip Fastening
Two typical teenage boys (17 and 15) are not only cleaning, lubing and adjusting their high end DH bikes, they are spending sometimes up to 2-3 hours a day doing full repairs and preventative maintenance which ranges from replacing spokes, truing and tensioning wheels to changing fork oil, brake bleeds, replacing suspension bearings and every other aspect of maintaining and repairing their very expensive bikes. Most importantly they are doing it on their own without having to be told or directed. The gift of intrinsic motivation has finally been received.
While the title and initial focus of this blog post suggests that you can give someone intrinsic motivation I must concede the fact that you cannot give anyone intrinsic motivation. This type of motivation comes from within. You can however create the environment and influence the circumstances in which intrinsic motivation will not only emerge but will grow into a driving force.
I believe that we can help foster the growth and establishment of intrinsic motivation if we consider and foster the following five key contributing factors.
Modelling
James Dobson has repeatedly stated that “Values are not taught to our children; they are caught by them.” I suggest that intrinsic motivation is similar to values in that is not taught to our children but has to be caught by them. Ever since my boys first started riding their bikes they have also learned how to repair and maintain them–it is just something that I/we have always done. In addition to maintaining bikes I maintain our vehicles, our home and just about anything that we own. The years of rotating tires, changing oil, fixing the dishwasher, renovating and updating our homes and everything else that the boys were involved in helping their mom and dad do on a daily basis contributed to showing the boys how they could “catch” the intrinsic motivation required to work through the mundane tasks that are part of everyday life.
Expectations
Effective modelling will also convey or demonstrate what expectations, standards and criteria need to be met. Knowing what is expected and fulfilling those expectations is extremely important for children and teenagers because it will help them to develop responsibility and accountability. As adults our work is judged and often connected to our income so developing the ability to meet or exceed expectations for our children is not only very important, their future careers may also depend on this ability.
One of the biggest challenges with expectations is being realistic. The performance standard for an 10-12 year old child will not be the same as a 15-17 year old teenager or an adult. The desired end quality should not be compromised but the path to getting to that quality will depend on the age and skill level of your children so be patient. Unrealistic expectations are the source of too many disappointed fathers and children so remember when your 12 year old son or daughter is striving to meet their father’s expectations remember that they are just a 12 year old boy or girl. Similarly there is a point when challenging your 17 year old son or daughter to step up and perform as adult is crucial to their development.
Trust
The key to trust is letting go and letting your children do the task, make their own mistakes and learn from the situation. All too often we want to swoop in and direct and correct and interfere with the learning process. Or worse we think that it would be more time effective and less stressful to do the task ourselves or worse still outsource the job. When we trust our children to make breakfast, repair the doorknob, fix the flat tire or, in the case of my boys, build their own bikes from scratch we are telling them that we believe in them and that we value their effort and contribution. A father’s and mother’s trust is a major contributor to your child’s identity and to their intrinsic motivation. Knowing that someone else trusts and believes in them helps them to trust and believe in themselves. This instills confidence which is a fundamental contributor to personal motivation.
Ownership
Little boys and girls want to be like their mom and dad and have their own tool belts, hammers, appliances, bikes, cars and so many other things. This is one principle that I wish I would have fully grasped and understood sooner. When Caleb and Levi searched out and selected all the necessary components and built their own DH bikes up from a raw frame it really changed the way they approached maintaining their equipment. They now have a vested interest. They understand the work involved in putting the bike together and what it would take to replace or repair those components. More importantly, my boys now not only want to maintain their bikes they do so on their own and even appreciate preventative maintenance because they know the work that went into building up their bikes.
Consequences
Broken spokes are like deer; if you see one you inevitably will see another. A bad landing, a rock or root can cause a broken spoke and cut into prime riding time. Unfortunately, a poorly tensioned wheel will be more susceptible to damage than a well maintained wheel. There is often nothing better than natural consequences to motivate a young man to take the extra time necessary to properly tension his wheels to limit the downtime that can ruin an otherwise wonderful riding day. The idiom “an ounce of prevention is worth a pound of cure” is never fully appreciated until one is personally responsible for implementing that pound of cure. Letting your children suffer the consequences (as long as they aren’t life threatening) will be much more valuable to them in the long run than your intervening.
The lesson learned in the garage and on the mountain slopes, bike parks and dirt jump parks of BC have played a significant role in my sons’ acceptance of the gift of intrinsic motivation. As an intentional father it is my responsibility to create an environment at home, on the road and anywhere we are at where the above listed contributing factors will help my boys to grow into responsible men. Helping them with the gift of intrinsic motivation is just one part of this ongoing process.
