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Flashcards in Motivation & Emotion Deck (45)
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1
Q

James-Lange theory

A
  • stimuli trigger ANS activity, leads to emotional experience
  • emotional experience is the consequence of reaction
  • body responds first, brain second
2
Q

Cannon-bard theory

A
  • brain and body respond at the same time

- ANS and emotional brain respond simultaneously

3
Q

Schachter-singer two factor theory

A
  • emotions are inferences about the causes of physiological arousal
  • ie. bear in the room, brain interprets arousal as fear
  • cognitive appraisal determines emotion
4
Q

6 universal emotions

A

Anger, fear, sadness, happiness, disgust, surprise

5
Q

Appraisal

-critical brain structure?

A

Evaluation of emotion relevant aspects of a stimulus

  • how you label your emotion
  • amygdala is critical
6
Q

Amygdala role in emotion

A

-threat detector
-can act fast (thalamus–>amygdala)
Or slow (thalamus–>cortex–>amygdala) to produce response to arousing stimulus

7
Q

Fast amygdala response

A
  • quickly initiate neural response

- ie asks, is that a threat?

8
Q

Slow amygdala response

A
  • thalamus, cortex then amygdala
  • tries to identify threat (ie is it a mammal, what’s the genus)
  • eventually gets to amygdala and decides whether to maintain fear or not
9
Q

Emotion regulation

A

Cognitive/behavioral strategies that people use to influence emotional experience
-ie reappraisal

10
Q

Reappraisal

A

Thinking of an emotional experience in a different way by changing the meaning of the stimulus
-ie see woman crying, people think she’s at a funeral but if asked to think about her being at a wedding, amygdala is deactivated

11
Q

Universality hypothesis

A

Emotions have same meaning for everyone

-Darwin

12
Q

Facial feedback hypothesis

A
  • we shape our emotions with our face and they cause us to feel those emotions
  • pen in mouth model
13
Q

Pen in mouth model

A
  • models the facial feedback hypothesis
  • force emotions
  • smile=positive emotion
  • frown=negative emotion
14
Q

Botox and emotion

A
  • cosmetic-paralyzed muscle
  • can’t frown, not that sad
  • can’t smile, not that happy
15
Q

Display rules

A

Norms for control of emotional expression

  • techniques: intensification, deintensification, masking, neutralizing
  • varies by culture (ie Japanese and Americans watching gory movie in presence or absence of researcher)
16
Q

How to distinguish between sincere and insincere facial expressions

A
  • morphology
  • symmetry-less=less sincere
  • duration-shorter=less sincere
  • temporal patterning-disappear smoothly=genuine
17
Q

What motivates behavior?

A

Needs, drives and arousal

-needs are states of deficiency

18
Q

Motivation

A

Purpose for or psychological cause of action

19
Q

Hedonic principle

A

People are motivated to experience pleasure and avoid pain

20
Q

Drives

A
  • psychological states to satisfy needs
  • needs produce arousal
  • negative feedback helps maintain homeostasis
21
Q

Homeostasis

A

System keeping itself in a particular state

22
Q

Maslow

A
  • organized a hierarchy of needs

- bottom to top: psychological needs, safety and security, belonging and love, esteem needs, self actualization needs

23
Q

Yerkes-Dodson law

A
  • Behaviors that dec drive and arousal become habit
  • incentives are external motivators-culturally determined
  • there is an optimal arousal
24
Q

Anorexia nervosa

A
  • fear of being fat and not eating

- distorted body image

25
Q

Bullimia nervosa

A

Binge eating then purging

26
Q

Human sexual response cycle

A

Stages of physiological arousal during sexual activity

  • excitement
  • plateau
  • orgasm
  • resolution
  • refractory period
27
Q

Mortality-salience hypothesis

A

People reminded of mortality, they reinforce their cultural worldviews
-ie they praise people with similar world views, punish those who don’t, love their wives, defend their country, etc

28
Q

Intrinsic motivation

A
  • motivation to take actions that are rewarding
  • doing things that dont have a payoff because they are a payoff
  • most motivated
  • control rheoru
29
Q

Extrinsic motivation

A
  • motivation to take actions that lead to reward

- ie flossing, working for money, take exams to get college degree

30
Q

Shifting from intrinsic to extrinsic motivation

A
  • sometimes treats suggest that forbidden activity
  • ie daycare has fine for lateness, parents come even later because an extra hour without kids is worth the extra couple bucks
31
Q

Conscious motivation

A

People are aware of motivations

32
Q

Unconscious motivation

A
  • people are not aware of these motivations

- need for achievement

33
Q

Need for achievement

A

Motivation to solve worthwhile problems

-unconscious

34
Q

Approach motivation

A
  • motivation to experience a positive outcome
  • explained by the hedonic principle
  • run to pleasure
35
Q

Avoidance motivation

A
  • motivation to not experience a negative outcome
  • run from pain
  • explained by hedonic principle
36
Q

Control theory

A
  • we are lost motivated when we are in control

- intrinsic motivation

37
Q

Self perception theory

A

We perceive ourselves and then trying to see why we are doing it

38
Q

Fundamental need to belong

A
  • humans

- drives behavior and influences cognition and emotion

39
Q

Social exclusion theory

A

-if we are excluded, we are wired to be anxious and are going to avoid being excluded

40
Q

Social comparison theory

A
  • people chose to be With others who are experiencing the same thing
  • misery loves miserable company
41
Q

Lateral emotional systems in the brain

A

Left hemisphere - more positive

Right hemisphere - more negative

42
Q

R prefrontal activation vs left prefrontal activation

A

Right activates

  • inc cortisol, dec natural killer cells
  • recover more slowly from emotions stress
  • can’t turn off neg feelings, stay longer
43
Q

Coping process

A
  • some people are Hardy and have dec neg response to stress
  • stressed people are fragile and see stressful events as a challenge
  • social support can help promote stress management and resilience
44
Q

Mischel’s marshmallow test

A
  • test emotional intelligence
  • see at what age children can exercise delay of gratification
  • at 4, still can’t delay gratification, but by 5 they can
  • people who can control their impulses are more successful academically
45
Q

Golman’s 5 aptitudes of emotional intelligence

A

1) self-awareness
2) self-soothing
3) self-motivation
4) empathy
5) effective relating-approp convo
- believed that we should focus on social results as much as academic results