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P/S MCAT > Motivation, emotion, and stress > Flashcards

Motivation, emotion, and stress Flashcards

1
Q

Motivation

A

purpose or driving force behind our actions

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2
Q

Extrinsic Motivation

A

includes rewards for showing a desired behavior or avoiding punishment if a desired behavior is not achieved

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3
Q

Intrinsic Motivation

A

motivation that comes from within oneself

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4
Q

William James Instinct Theory

A
  • suggested actions are derived from 20 physical instincts and 17 mental instincts
  • people are driven to do certain behaviors based on evolutionarily programmed instincts.
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5
Q

William McDougall Instinct Theory

A

proposed that humans were driven to all thoughts and behaviors by 18 distinctive instincts (including fight and acquisition)

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6
Q

Arousal Theory

A

people perform actions in order to maintain an optimal level of arousal

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7
Q

Arousal

A

psychological and physiological state of being awake and reactive to stimuli

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8
Q

Yerkes-Dodson law

A

States that the performance is worst at extremely high and low levels of arousal and optimal at an intermediate level

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9
Q

Drives

A

internal states of tension that activate particular behaviors which is focused on goals

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10
Q

Primary Drives

A
  • Motivates us to sustain bodily processes in homeostasis

- includes the needs for food, water, and warmth

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11
Q

Secondary Drives

A
  • additional drives that are not directly related to biological processes
  • Thought to stem from learning or from certain emotions
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12
Q

Drive Reduction Theory

A
  • states that motivation Is based on the goal of eliminating uncomfortable states
  • certain physiological conditions result in a negative internal environment, which then drives motivation and seeks homeostasis in order to reduce the uncomfortable internal state
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13
Q

Needs

A

motivators that influence human behavior

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14
Q

Maslow’s Hierarchy of Needs

A
  • needs were classified into five groups and assigned different levels of priority for each group
  • if the lowest level of need is not met, then motivation to meet this needs would be of the highest priority
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15
Q

Pyramid of Maslow’s Hierarchy of Needs

A

oBase: Most primitive, essential and important needs
o Second: Safety and security
o Third: Love and belonging
o Fourth: Esteem
o Highest Level: Self-actualization – need to realize one’s full potential

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16
Q

Self-Determination Theory (SDT)

A

emphasizes the role of three universal needs: Autonomy, competence, and relatedness, which must be met order to develop healthy relationships with oneself and others

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17
Q

Autonomy

A

need to be in control of one’s actions and ideas

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18
Q

Competence

A

need to complete and excel at difficult tasks

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19
Q

Relatedness

A

need to feel accepted and wanted in relationships

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20
Q

Incentive Theory

A

explains that behaviors are motivated by desire to pursue rewards and to avoid punishments. Not by need or arousal

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21
Q

Expectancy Value Theory

A

amount of motivation needed to reach a goal is the result of both the individual’s expectation of success in reaching the goal and the degree to which he or she values succeeding at that goal.

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22
Q

Opponent-Process Theory

A

when a drug is taken repeatedly, the body will attempt to counteract the effects of the drug by changing its physiology

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23
Q

tolerance

A

decrease in perceived drug effect over time

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24
Q

Emotion

A

natural instinctive state of mind that is derived from one’s circumstances, mood or relationships with others

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25
Q

Element of emotion: Physiological Response

A
  • Arousal is stimulated (by ANS) when a feeling is first experienced
  • Induces a change in heart rate, breathing rate, skin temperature, and blood pressure
  • Some emotions are associated with more pronounced physiological effects
26
Q

Element of emotion: Behavioral Response

A

Includes facial expressions and body language

27
Q

Element of emotion: Cognitive Response

A
  • subjective interpretation of the feeling being experienced

- Determination of emotion is largely based on memories of past experiences

28
Q

James-Lange Theory of Emotion

A
  • stimulus results first in physiological arousal, which then leads to a secondary response in which the emotion is labeled
  • predicts that individuals who cannot mount a sympathetic response should show decreased levels of emotions
29
Q

Cannon-Band Theory of Emotion

A
  • states that the cognitive and physiological components of emotion occur simultaneously
  • person should still be able to experience emotion and act on that emotion without physiological inputs
30
Q

Schachter-Singer Theory of Emotion (Cognitive Arousal or Two-factor Theory)

A

-Both arousal and the labeling of arousal, which is based on the environment, must occur in order for an emotion to be experienced

31
Q

cognitive appraisal

A

feel an emotion, one must consciously analyze the environment in relation with their own nervous system arousal

32
Q

Limbic System

A
  • complex set of structures that reside below the cerebrum on either side of the thalamus
  • includes:amygdala, thalamus, hypothalamus, hippocampus and fornix, septal nuclei, and parts of the cerebral cortex
  • role in both motivation and emotion
33
Q

Amygdala

A
  • Processes environment, detects external cues, and learns from surroundings in order to produce emotion
  • Associated emotion is fear and also involved in facial expressions
34
Q

Thalamus

A

Routes information to the cortex and other appropriate areas of the brain

35
Q

Hypothalamus

A
  • Synthesizes and releases neurotransmitters

- Major player in maintaining homeostasis

36
Q

Hippocampus

A
  • linked to creating long-term memories

- Aids in creating a context for stimuli to lead to an emotional experience

37
Q

Conscious (explicit)

A

memory of experiencing the actual emotion

38
Q

Unconscious (Implicit)/emotional memory

A

the storage of the actual feelings of emotions associated with an event

39
Q

Prefrontal Cortex

A
  • associated with planning intricate cognitive functions, expressing personality, and making decisions
  • Receives arousal input from the brainstem, so it coordinates arousal and cognitive states
  • left = positive emotions; right = negative emotions
40
Q

Dorsal prefrontal cortex

A

associated with attention and cognition

41
Q

Ventral prefrontal cortex

A

with regions of the brain responsible for experiencing emotion

42
Q

Ventromedial prefrontal cortex

A

plays a substantial role in decision-making and controlling emotional responses from the amygdala

43
Q

Cognitive Appraisal

A

subjective evaluation of a situation that induces stress

44
Q

Primary Appraisal

A

the initial evaluation of the environment and the associated threat

45
Q

Secondary Appraisal

A

begins if 1st stage results in appraisal of a threat. This stage is directed at evaluating whether the organism can cope with the stress

46
Q

Reappraisal

A

situations that require ongoing monitoring

47
Q

Stressor

A

Biological element, external condition, or event that leads to a stress response

48
Q

Distress

A

occurs when experiencing unpleasant stressors

49
Q

Eustress

A

result from positive conditions

50
Q

Social Readjustment Scale

A

method to measure stress levels

51
Q

Pressure

A
  • when demands are put in place from external sources

- Produces a feeling of urgency to complete tasks, perform actions or display behaviors

52
Q

Frustration

A

occurs when attaining a goal or a need is prevented

53
Q

Conflict

A

arises from the need to make a choice

54
Q

Approach-Approach

A

need to choose between two desirable options

55
Q

Avoidance-Avoidance

A

choices between two negative options

56
Q

Approach-avoidance

A

only one choice/goal/event, but it may have a positive or negative elements

57
Q

General Adaptation Syndrome

A

sequence of responses and consists of three stages: Alarm, Resistance, and Exhaustion

58
Q

General Adaptation Syndrome: Stage 1 Alarm

A

Initial reaction to a stressor and the activation of the sympathetic nervous system

59
Q

General Adaptation Syndrome: Stage 2 Resistance

A

continuous release of hormones allows the sympathetic nervous system to remain engaged in order to fight the stressor

60
Q

General Adaptation Syndrome: Stage 3 Exhaustion

A

Body can no longer maintain an elevated response

61
Q

Problem-focused Strategies

A

working to overcome a stressor

62
Q

Emotionally-focused strategies

A

focus on changing one’s feelings about a stressor

P/S MCAT (12 decks)

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