ABSTRACT
The history of psychology is replete with examples of theories that interrelate motivation with learning, cognition, and performance (Bower & Hilgard, 1975). On the one hand, the Yerkes-Dodson (1908) law—which states that moderate levels of arousal are optimal for performance—represents a commonly held view that respects differences and distinctions among motivation, learning, and performance. Similarly, drive (D) in the Hull-Spence theory represents a unique concept that combines with the learning construct (H) to determine performance (Spence, 1956). In these examples, motivation serves to activate or energize prior learning, with the result often being an alteration in the course of behavior.
