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General Psychology > Emotion & Motivation (Module 4 Ch 11) > Flashcards

Emotion & Motivation (Module 4 Ch 11) Flashcards

Memorize before 11/14 (68 cards)

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1
Q

What are Moods? How are they different than Emotions?

A

Changes in affect that fluctuate throughout the day/week
Last longer than emotions, not reactions like emotions are, can influence the emotions we feel (but not the other way around)

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2
Q

Nonverbal Leakage

A

When we are deliberately trying to hide or suppress our emotions, but unintentional nonverbal cues give away our feelings anyway

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3
Q

Affective Forecasting

A

Our (in)ability to predict how we’re going to feel in the future

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4
Q

Hedonic Treadmill

A

Seeking out more positive experiences after just experiencing one, because we constantly want to be in a positive state

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5
Q

Motivation

A

The urge to move towards one’s goals and accomplish tasks

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6
Q

Self-Determination Theory

A

Feeling motivated in order to fulfill our needs in:
Competence - feeling successful
Autonomy - feeling we can make decisions for ourselves
Relatedness - feeling connected to others

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7
Q

Instinct/Evolutionary Theory of Motivation

A

Instincts and motivations are complex behaviors with a fixed pattern that has been passed down to us through evolution (meaning it would be similar across cultures)

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8
Q

Drive-Reduction Theory of Motivation

A

If a drive (biological desire or necessity, typically internal) is thrown out of balance, we are motivated to bring it back into homeostasis/the set point
Ex: hunger and thirst

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9
Q

Incentive

A

Rewards (typically external) that we receive for engaging in a specific behavior

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10
Q

Arousal

A

Focus, attention, and awareness
Too low = boredom = desire to increase it via entertainment
Too high = anxiety

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11
Q

Yerkes-Dodson Law

A

The optimal level of arousal (that leads to optimal performance) is in the middle, though it can differ slightly depending on the task

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12
Q

Maslow’s Hierarchy of Needs

A

You must fulfill the lower levels in order to ascend to higher ones:
Physiological, Safety, Love/Belonging, Esteem/Self-Perception, Self-Actualization, Self-Transcendence

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13
Q

Self-Actualization vs Self-Transcendence

A

Fulfilling your overall view of your needs (coming to understanding of yourself/realizing your full potential)
VS
Striving to understand others and the world around you

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14
Q

Social Motivations

A

Hedonic - we seek out pleasure and attempt to avoid pain
Approval - we want to be accepted by others
Accuracy - we want to be correct

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15
Q

Hunger Motivation and the Hypothalamus

A

Different parts of it are responsible for different aspects of hunger (one part tells us when we’re full, another tells us to eat)

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16
Q

Glucostatic Theory

A

Specific neurons in our brain are sensitive to the levels of glucose in the fluid/blood around it
If they note a drop in glucose, they send hunger signals

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17
Q

Learned Preferences

A

Food preferences that include taste aversion, cultural differences, and familial differences

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18
Q

What factors influence how much we eat?

A

Palatability (how good it tastes), quantity (given more=eat more), quality, variety, presence of others (eating with others=eat more), stress

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19
Q

How does stress affect hunger?

A

Generally leads to an increase in food consumption because it activates the autonomic nervous system, which consumes a lot of bodily resources that need to be replenished via eating

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20
Q

How does the presence of others influence our eating habits?

A

Eat on average 44% more food when with others because we’re not paying attention to our fullness signals

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21
Q

Sensory-specific Satiety

A

Getting full for a specific type of food, typically after eating it repeatedly
Promotes variety in our diets

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22
Q

Extrinsic Motivation vs Intrinsic Motivation

A

External VS Internal
Internal tends to be more fluid than external

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23
Q

Undermining Effect

A

AKA Overjustification Effect
Behavior starts as intrinsically motivated, but once extrinsic motivation is introduced, it lowers our intrinsic motivation

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24
Q

What are the 4 parts of intrinsic motivation?

A

Challenge (enjoy challenging yourself = more motivation)
Enjoyment (brings joy = more motivation)
Mastery (wanting to feel accomplished or adept at something = more motivation)
Autonomy (feeling more independent = more motivation)

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25
Organizational Support
Your perception of how much your workplace supports you in your work and as a person More support = more motivation
26
Motivation to Achieve
More stable personality trait Some people like to be high achievers, so they tend to be more focused and organized
27
Probability of Success
Lower likelihood of achieving your goal = less motivation Maximum motivation occurs at about 70-90% probability of success
28
Incentive of Success
What you get for your achievement Greater reward = greater motivation
29
Self-discipline
Ability to self regulate your own actions Strong correlation with academic success (even more so than intelligence)
30
Evolutionary Motivation to Belong
Humans aren't the strongest or fastest animals, so our ability to belong to groups is what historically allowed us to thrive and succeed
31
Emotional Benefits of Belonging
Strong, close relationships are one of the strongest predictors of happiness
32
Health Benefits of Belonging
Strong social support is predictive of longevity and better health outcomes Groups with less support, such as immigrants, foster kids, and prisoners in solitary confinement are more likely to get sick and take longer to recover
33
Social Media and Belonging
Activates our reward pathways Higher rates of social comparison Those that spend more time on social media tend to score higher on narcissism scales
34
Cognitive component of Emotions
Thought patterns associated with different emotions Very personal and influenced by culture Subjective experience of emotion
35
Physiologic component of Emotions
What your body does in response to certain emotions Less influenced by culture Positive correlated with parasym. and negative correlated with sym.
36
Behavior component of Emotions
How we're likely to behave based off our emotions Mixed influence of culture
37
Display Rules/Norms
Cultural expectations on how to, to whom to, and when to display certain behaviors relating to emotions
38
Valence
Is the emotion positive or negative Negative ones are typically felt more strongly and for longer, and we're more likely to make decisions based on them
39
Universal Emotions
Happiness, sadness, fear, disgust, anger, surprise The 6 emotions that are expressed and understood in similar ways across cultures, even isolated ones
40
Emotion Families
Rather than thinking of emotions as distinct, we think of how they connect to one another
41
Confusion (with Emotions)
Emotions can often blend and be felt at the same time, making it difficult to tell them apart Happiness is the least likely to be confused because it's the most distinct and positive Fear often gets confused with anger and surprise
42
Self Conscious Emotions
Emotions based on our relations with others
43
Pride
A sense of superiority over others Often felt after accomplishing something Can be objective or subjective
44
Embarassment
When you share too much information or break some sort of cultural rule
45
Envy
Wanting what someone else has
46
Discrete Emotions Theory
Humans experience a small number of discrete emotions that combine in complex ways
47
External Stimulus
The thing you're reacting to or that causes an emotion
48
Physiological Arousal
What your body is doing as it reacts to an emotional stimulus
49
Cognitive Appraisal
What your brain is doing as it reacts to an emotional stimulus The evaluation of a situation and how relevant it is to you
50
James-Lange Theory
An external stimulus causes a physiological response, which is then followed by a cognitive appraisal that seeks to understand the response or emotion
51
Canon-Bard Theory
An external stimulus causes a physiological response and cognitive appraisal at the same time (but independently of one another)
52
Shacter-Singer Theory
An external stimulus causes a physiological response, which is then followed by a conscious effort to identify and label the stimulus itself Often leads to attributing the emotion to the wrong thing
53
Continuous Theory
Emotions are plotted on a matrix which is composed of two spectrums: arousal and pleasure
54
Somatovisceral Afference Model of Emotion (SAME)
The stronger, more distinct the physiological response, the easier it is to process the emotion Disgust has the strongest Sadness has one of the weakest
55
Amygdala and Emotions
Important to the appraisal of a stimulus as emotionally significant Important to the experience of anger and fear
56
Prefrontal Cortex and Emotions
Important to understanding when we should react to different emotional stimuli Important to self-relevant thinking or self-reflection Left side deals with more positive Right side deals with more negative
57
Insula and Emotions
Subcortical Structure that is closely related to the quick processing of disgust
58
Emotional Regulation
How we respond to and deal with emotions
59
Reappraisal
Reconsidering or reevaluating the stimulus that caused the emotional reaction can change said reaction Is easier in some situations over others
60
Expressive Suppression
The conscious, deliberate effort to suppress an outward expression of an emotion Often don't succeed due to nonverbal leakage
61
Duchenne Smile
A smile that comes from true happiness (kids are bad at faking them) Creasing around the eyes and relaxed lips with different shape
62
Affective Traits
Enduring aspects of our personalities that influence how often we feel particular emotions
63
Broaden-and-Build Model
Positive Emotions such as happiness, love, and amusement expand our thinking, enable us to acquire new skills, and enhance our well-being
64
Facial Action Coding Systems (FACS)
Method used to describe the observable muscle movements possible in the human face
65
Facial Feedback Hypothesis
Sensory feedback from the muscles in the face when making certain expressions affects our emotional experience (in other words, posing your face in a specific way can intensify the emotions associated with it, so smiling can make you feel happier)
66
Neuro-Cultural Theory of Emotion
Some aspects of emotion (facial expression, physical changes) are universal while others are not (emotional regulation, appraisal)
67
Emotional Intelligence
The ability to recognize emotions (personally and in others), empathize/show understanding, and utilize emotional regulation skills
68
Socioemotional Learning
Strategies used by schools for teaching kids emotional regulation skills (with the goal of reducing maladaptive behavior and increasing academic performance)

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