Editing Exogeny (section)

=== Psychology ===
Exogenous [[Constructivism (psychological school)|constructivism]] prioritizes the reconstruction of structures that have already been created in the environment, which is based from a mechanical metaphor, and greatly reflects off of [[Bobo doll experiment|Bandura]]'s [[social learning theory]].<ref>{{Cite journal|last1=Amineh|first1=Roya Jafari|last2=Asl|first2=Hannah Davatgari|date=April 2015|title=Review of Constructivism and Social Constructivism|url=https://d1wqtxts1xzle7.cloudfront.net/51548785/construtivisim_and_social_C-with-cover-page-v2.pdf?Expires=1638729868&Signature=XSDAHrKWYZYm0vmqQjOhViJ4Csq7XyYbRVzpM6HzLmODJ2AnCC7Xz7l0FJEcf3vTSo2Az6PpTrQRzoQFp6UZZZI-ovpyh7hSlQZ0w37al30qGDQ1vI5t4NPZsCsM2ss1unBhXVrfbTy9ealZkSmaTm4OPkGVa7~ZxWHEfCSulqyqBlTSWXQs4XFjstfUriU00MAKIP2MhcoShqbAHcqIHN~11tRI106RxrxBP4c1q5DtjJhnQbsTpAlEoE1MbBoTLzE2eD90eAjVUo0U2hNdYEdtTtXsXhwPVJ2W0z2kIGzF7lDPkWMapl-Fl0mI1QzJkyUTbtlLURWrGbP25dK3EA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA|journal=Journal of Social Sciences, Literature and Languages|volume=1|issue=1|pages=9–16|access-date=2021-12-05|archive-date=2021-12-05|archive-url=https://web.archive.org/web/20211205175909/https://d1wqtxts1xzle7.cloudfront.net/51548785/construtivisim_and_social_C-with-cover-page-v2.pdf?Expires=1638729868&Signature=XSDAHrKWYZYm0vmqQjOhViJ4Csq7XyYbRVzpM6HzLmODJ2AnCC7Xz7l0FJEcf3vTSo2Az6PpTrQRzoQFp6UZZZI-ovpyh7hSlQZ0w37al30qGDQ1vI5t4NPZsCsM2ss1unBhXVrfbTy9ealZkSmaTm4OPkGVa7~ZxWHEfCSulqyqBlTSWXQs4XFjstfUriU00MAKIP2MhcoShqbAHcqIHN~11tRI106RxrxBP4c1q5DtjJhnQbsTpAlEoE1MbBoTLzE2eD90eAjVUo0U2hNdYEdtTtXsXhwPVJ2W0z2kIGzF7lDPkWMapl-Fl0mI1QzJkyUTbtlLURWrGbP25dK3EA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA|url-status=dead}}</ref> Overall, exogenous constructivism is noted to assume that knowledge comes from an individual's environment, which is assumed to be learned. Because an active individual is expected to be participating in the abstraction of knowledge from its environment, practical guidance of this result of participation remains the most crucial feature of directing the learning process. The structure of the individual's operating environment has a substantial impact on the structure of the knowledge generated.<ref>{{Cite journal |last=Moshman |first=David |date=December 1982 |title=Exogenous, endogenous, and dialectical constructivism |url=https://doi.org/10.1016/0273-2297(82)90019-3 |journal=[[Developmental Review]] |volume=2 |issue=4 |pages=371–384 |doi=10.1016/0273-2297(82)90019-3 |via=Elsevier Science Direct|url-access=subscription }}</ref> Through the perspective of [[Piaget's theory of cognitive development|Piaget]], learning was known as the individual's former structures accommodated to those imposed by its current environment. The individual's accommodation is directed by the environment, which provides the structures to which the individual must adapt.<ref>{{Cite book|last=Ginsburg|first=Herbert P.|title=Piaget's Theory of Intellectual Development|year=1988|isbn=978-0136751588|pages=14–16|language=English}}</ref>

In attentional [[psychology]], exogenous stimuli are [[External stimulus|external stimuli]] without [[conscious]] intention.<ref>{{cite journal |last=Posner |first=M. I. |year=1980 |title=Orienting of Attention |journal=[[Quarterly Journal of Experimental Psychology]] |volume=32 |issue=1 |pages=3–25 |doi=10.1080/00335558008248231 |pmid=7367577 |s2cid=2842391}}</ref> An example of this is attention drawn to a flashing light in the [[wikt:periphery|periphery]] of [[Visual perception|vision]].