Chapter 8 - Motivation & Emotion Flashcards
(39 cards)
0
Q
Motive
A
a need or desire
1
Q
Motivation is..
A
an internal process that activates, guides, and maintains behavior over time
- Motivation is goal-directed
- Motivation varies in strength and duration
2
Q
Drive Reduction theory **
A
Motivation originates from biological needs to maintain body in balance and equilibrium
3
Q
Arousal theory **
A
Behaviors are motivated by need to achieve “optimum” levels of arousal
4
Q
Incentive Theory **
A
Behaviors are motivated by intrinsic and/or extrinsic rewards
5
Q
Heiarchy of Needs**
A
When different motives compete, basic survival needs must me met before we satisfy higher needs such as self-esteem and beloging
6
Q
Instint Theory**
A
- People are motivated by their biological (innate) instincts
- Examples—newborn reflexes, maternal protection, social interaction
- Motivated by internal factors. Engage in a task because it gives you pleasure or develops a skill you value
- Examples—Wanting to learn, having fun
Motivated by intrinsics that are inborn & activated by environmental stimuli
7
Q
Drive Reduction Theory **
A
- Belief that a physiological need creates an aroused state that drives (motivates) us to reduce that need.
- Restores balance— homeostasis
- Pushed by biological, inborn needs
- Hunger pains
- Pulled by incentives in environment
- Sight and smell of cookies
- Example—cooling off when we are hot
8
Q
Arousal Theory**
A
- We are motivated to pursue an optimum level of stimulation (arousal)
- Some motivated behaviors increase arousal.
9
Q
Yerkes-Dodson Law**
A
States that performance on task is best when the arousal level is optimal for that specific task
10
Q
Extrinsic Motivation Theory **
A
Motivated by external factors that are not related to the task. Motivated to do a task as a means to an end (not as an end in itself)
- Examples—Grades, money, recognition
Children’s extrinsic motivation increases and intrinsic motivation decreases from 3rd to 9th grade
11
Q
Incentive Theory & The Brain**
A
- What happens in the brain
- Liking leads to wanting
- Liking produces opiates
- Liking also produces dopamine, which increases the likelihood of wanting to repeat a pleasurable experience in the future
- Brain regions associated with dopamine release are activated during a pleasurable experience and direct future behavior
- Dopamine pathway: ventral tegmental area nucleus accumbens and prefrontal cortex
12
Q
Reasons people have sex**
A
- Biological—survival
- Psychological—sex is pleasurable and rewarding
13
Q
Social/cultural factors (sex)**
A
- Sexual norms and taboos differ
- Age of consent, number of partners, specific practices
- Incest taboos are universal
- Evolutionary
14
Q
Stages of Sex**
A
- Desire Phase (not in book)— desire to have sex
- Excitement Phase—heart rate rises, blood is pumped to the genitals.
- Plateau Phase—blood pressure, muscle tension increase more, breathing heavy and rapid..
- Orgasm Phase—sudden release of sexual tension, and involuntary muscle contractions.
- Resolution Phase—body returns to its normal state.
15
Q
Males and Sex**
A
- Aroused quickly by visual stimuli
- Self-report frequent fantasies
- Higher sex drive
16
Q
Sex and Females **
A
- Respond to physical contact and verbal expression
- Self-report fewer fantasies
- Sex in the context of love
- Women report waiting longer to have sex in a relationship and abstaining from sex between relationships
17
Q
Evolutionary Theory: Gender Differences**
A
Evolutionary theory states that gender differences in sexuality have evolved to maximize the odds of survival.
- Men desire mates that increase the odds of reproductive success.
- Women desire mates who are able to provide and protect children.
18
Q
Buss & colleagues (1994)
A
Study of over 10,000 people in 37 cultures, across 6 continents
- Women place higher priority on good financial prospects
- Men place higher priority on youth & physical attractiveness
- Availability of reproductive material
- Parental investment
- Selectivity, Quantity, Initiation
19
Q
Abraham Maslow’s Hierarchy of Needs**
A
- First level- Physiological
Needs relating to physical survival (food, water, sex) - Second level- Safety
The need to feel safe and secure - Third level- Love and belonging
The need to have close relationships with others and be accepted as a group (social affiliation) - Forth level- Esteem
The need to feel good about oneself - Fifth level- Self-actualization
The need to become all that one is capable of becoming (reaching your full potential, “being all you can be”)
20
Q
Affiliations**
A
Need to be part of a group
21
Q
Positive aspects of affiliations**
A
- From birth we seek connections to others
- Relationships increase self-esteem
- People with social connections experience less depression
- People in healthy relationships live longer
22
Q
Negative consequences of affiliations
**
A
- People stay in abusive relationships and join gangs in effort to belong
- Social exclusion activates the same region of the brain as physical pain (anterior cingulate cortex)
- Long-term isolation can lead to permanent psychological damage
23
Q
intrinsically motivated**
A
to learn new things or extrinsically motivated by incentives
24
Development: Learning to work towards long-term goals
- Requires impulse control
- Prefrontal cortex is not fully developed until after puberty
- Prefrontal cortex is necessary in order to comprehend and develop long-term goals
25
Mischel’s Marshmallow Experiment**
- Tested 4-year-old children on their ability to delay gratification and then interviewed them again at age 18.
- Delay of gratification
- Results of the marshmallow experiment:
- Relation to academic achievement and socio-emotional functioning
26
Emotional expression**
objective external physical or behavioral display
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Interpretation of Cognitive Feelings can be...
subjective appraisal and interpretation
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How can feelings affect behavior
expression of emotion through verbal or nonverbal channel
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Three Ways to Measure Emotions
* Behavioral displays of emotion
- Observe facial expressions and verbal expressions of emotion
- Example: Duchenne smile
* Self-reports of emotion
* Psycho-physiological reactions
- Face electromyography
- Heart rate
- Skin conductance
30
Cognitive functions of emotion
- Emotions help organize and retrieve memories
| - Aid judgment formation and decision making
31
Behavioral functions of emotion
- Emotions alter behaviors
| - Action tendencies assist in survival
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Social functions of emotions
- Relationship formation and maintenance
| - Intimacy
33
Range of Emotion
- Emotions are comprised in families
- Variation in intensity
Example: Anger family
- Irritated, annoyed
- Mad, upset
- Irate, livid
34
The Expression of Emotion in Culture**
There are many situations in which people must disguise their emotions to comply with the DISPLAY RULES of the culture.
Culture dictates how much of our internal emotional experience should be openly expressed to others
35
Culture and Emotional Expression**
Display rule in many Hispanic cultures is have little regulation of emotion
- Wear your emotions on your sleeve
- “Let your emotions out”
Japanese cultural display rules call for high levels of emotion regulation and control
- Saving ‘face’
- Control your expression to hide your experience
36
Gender Differences in Emotion**
Men and women share similar emotional experiences
Experiences are internal, private, and subjective (“what you feel on the inside”)
The primary gender differences are in emotional expression
Experessions are public. Verbal and nonverbal cues can reveal our internal experiences to others (“what you show on the outside”).
Research shows consistent gender differences in the expression of sadness and anger
Girls freely express sadness (“let it out”), boys are less likely to openly express sadness (“hold it in or suck it up”).
Girls are more likely to display relational forms of aggression (spreading rumors or trying to using social or psychological “warfare”), boys re more likely to display physical forms of aggression (settling conflict through physical means)
37
Emotional Intelligence**
EQ is the ability to properly perceive, express, and regulate emotion (self and others)
People with high EQ are more successful in their careers, marriage, and parenthood.
Women tend to score higher on interpersonal EQ (greater sensitivity to nonverbal emotional cues)
Measuring emotional intelligence
Defined by two components
Intrapersonal component
-self-awareness of one’s own feelings
-ability to regulate and manage their emotions
Interpersonal component
- ability to accurately recognize other people’s emotional states
- ability to appropriately respond to others’ emotions
38
Self determination theory**
Competence, relatedness, and autonomy give meaning to life and are instinctive
concerned with the motivation behind the choices that people make without any external influence and interference.
