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Psychology 1A > MOTIVATION Week 8 > Flashcards

MOTIVATION Week 8 Flashcards

1
Q

the driving force behind behaviour which leads us to pursue some things and avoid others

A

motivation

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2
Q

positive or negative feeling (or response) that typically includes some combination of physiological arousal, subjective experience and behavioural expression.

A

emotion

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3
Q

the words ‘motivation’ and ‘emotion’ share the same Latin root, movere, which means to —-.

A

move

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4
Q

Motives can be divided into —— needs and ——- needs (such as needs for dominance,
power, achievement and relatedness to others), although few motives are strictly biological or learned.

A

biological

psychological

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5
Q

PSYCHODYNAMIC APPROACH MOTIVATION The psychodynamic perspective emphasises the ——– basis of motivation

A

biological

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6
Q

PSYCHODYNAMIC APPROACH MOTIVATION internal tension states that build up until they are satisfied (Freud).

A

drives,

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7
Q

PSYCHODYNAMIC APPROACH MOTIVATION Frued proposed two basic drives:

A

sex (desires for love, lust and intimacy, )
and
aggression. (not only blatantly aggressive or sadistic impulses but desires to control or master other people
and the environment. Self preservation)

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8
Q

PSYCHODYNAMIC APPROACH MOTIVATION psychodynamic theorists now emphasise two other motives
in particular

A

the need for relatedness to others (independent of sexual desires)
and
the need for selfesteem (feeling good about oneself)

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9
Q

PSYCHODYNAMIC APPROACH MOTIVATION many have also moved away from his abstract notion of ‘drives’ to two concepts that seem closer
to the data of clinical observation:

A

wishes and fears

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10
Q

PSYCHODYNAMIC APPROACH MOTIVATION To study unconscious motives, researchers often use the Thematic Apperception Test to test:

A

Unconscious motives. The Thematic Apperception Test (TAT) consists of a series of ambiguous pictures about which participants make up a story.

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11
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
——— motivation operates unconsciously over time; ——–motivation emerges when attention is directed to tasks.

A

Implicit

explicit

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12
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
operant conditioning offers (if only ‘implicitly’) one of the clearest and most empirically supported views of:

A

motivation

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13
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
Humans, like other animals, are motivated to:

A

produce
behaviours rewarded by the environment and to avoid behaviours that are punished.

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14
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
—- ——–theories propose that motivation
stems from a combination of drive and reinforcement, and is based on the concept of homoeostasis which is
the tendency of the body to maintain itself in a state of balance or equilibrium

A

Drive-reduction

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15
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
deprivation of basic needs creates an unpleasant state of tension; as a result, the animal begins producing behaviours is an example of

A

Drive Reduction

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16
Q
A
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16
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
the tendency of the body to maintain itself in a state of balance or equilibrium

A

homoeostasis which is

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17
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
if the animal in this state happens to perform an action that reduces the tension (as when a hungry dog finds food on the dinner table), it will associate this behaviour with

A

drive reduction.

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18
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
that is, an innate (or biological) drive such as hunger, thirst
and sex

A

primary drive

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19
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
earning a living, playing or studying - the motives for these behaviours are:

A

secondary,
or
acquired drives

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20
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
a drive learned through conditioning and other learning mechanisms such as modelling

A

A secondary drive

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21
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
neutral stimulus comes to be associated with drive reduction and thus itself becomes a .

A

motivator

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22
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
the desire for money is a secondary drive that ultimately permits the satisfaction of many other

A

primary and secondary drives

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23
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
Some behaviours seem motivated more by the presence of an external stimulus or reward called: ——
(rather than an internal need state.)

A

incentive

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24
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
When a person not previously hungry is enticed by
the smells of a bakery In this case, stimuli ——- drive states rather than eliminate them.

A

activate

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25
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
theories which assert that deprivation of basic
needs create an unpleasant state of tension

A

drive-reduction theories,

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26
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
Some primary drives, are ——

A

innate

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27
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION
——– ——— are learned through their association with primary drives.

A

secondary drives,

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28
Q

BEHAVIOURIST PERSPECTIVE MOTIVATION ——– ——– ——–view motivation as a joint function of the value people place on an outcome and the extent to which they believe they can attain

A

Expectancy–value theories (cognitive Theory)
(we are driven to attain goals that
matter a lot to us but that we also believe we can accomplish.)

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29
Q

COGNITIVE PERSPECTIVE MOTIVATION
Cognitive approaches to motivation often focus on

A

goals

30
Q

COGNITIVE PERSPECTIVE MOTIVATION
desired outcomes established through social
learning — such as getting good marks or making a good impression at a party

A

goals —

31
Q

COGNITIVE PERSPECTIVE MOTIVATION
The core proposition of goal-setting theory
is that conscious goals regulate much of —- ——-, especially performance on work task

A

human behaviour

32
Q

COGNITIVE PERSPECTIVE MOTIVATION
the enjoyment of and interest in an activity for one’s
own sake

A

intrinsic motivation

33
Q

COGNITIVE PERSPECTIVE MOTIVATION
likely to perform the behaviour when they can expect an
external reward

A

extrinsic motivation

34
Q

COGNITIVE PERSPECTIVE MOTIVATION
theory that suggests that
people have three innate needs — competence, autonomy and relatedness to others

A

self-determination theory

35
Q

COGNITIVE PERSPECTIVE MOTIVATION
three innate needs of self-determination theory

A

competence,
autonomy and
relatedness to others

36
Q

COGNITIVE PERSPECTIVE MOTIVATION
According to the self determination theory: If she perceives a reward (such as praise) as an indicator of her competence and not as a bribe or threat, the reward is likely to:

A

increase intrinsic motivation.

37
Q

COGNITIVE PERSPECTIVE MOTIVATION
parents who want to foster intrinsic motivation in school would do well to praise and support their children’s interests and successes. If they do reward success (e.g., with cash for a good report card), they should emphasise the child’s

A

competence rather than her compliance.

38
Q

COGNITIVE PERSPECTIVE MOTIVATION
—- —— theory is a theory of human motivation and personality that focuses on the degree to
which an individual’s behaviour is self-motivated and self-determined

A

Self-determination

39
Q

COGNITIVE PERSPECTIVE MOTIVATION
motives that can be activated and expressed outside of awareness.

A

Implicit motives

40
Q

COGNITIVE PERSPECTIVE MOTIVATION
Goal-setting theory argues that conscious
goals regulate much of

A

human action

41
Q

COGNITIVE PERSPECTIVE people have innate needs for competence,
autonomy and relatedness. Intrinsic motivation flourishes when these needs are fulfilled.

A

self-determination theory

42
Q

HUMANISTIC PERSPECTIVE:
Theory that emphasise dignity, individual choice and self-worth as playing key roles
in explaining human behaviour.

A

Humanistic Approach

43
Q

HUMANISTIC PERSPECTIVE:
Self-actualisation needs differ from all the previous levels in that they are not deficiency
needs; that is, they are not generated by:

A

by a lack of something

44
Q

HUMANISTIC PERSPECTIVE:
ERG Theory focuses on: E R G

A

existence, relatedness and growth (hence ERG).

45
Q

EVOULUTIONARY PERSPECTIVE:
In the early part of the twentieth century, psychologists assumed that most motivated behaviour in humans,
as in other animals, was a result of:

A

instincts,

46
Q

,EVOULUTIONARY PERSPECTIVE:
relatively fixed patterns of behaviour produced without
learning

A

instincts

47
Q

EVOULUTIONARY PERSPECTIVE:
Evolutionary psychologists abandoned instinct theory as human behaviour varies so much across:

A

cultures, motives that seemed ‘instinctive’ in one culture
(such as motives for wealth in the West) did not seem so powerful in others.

48
Q

EVOULUTIONARY PERSPECTIVE:
many psychologists came to argue that
——-, not instinct, motivates behaviour in humans

A

learning

49
Q

EVOULUTIONARY PERSPECTIVE:
Some fundamental motivational mechanisms likely evolved to assist organisms in choosing actions that support survival, reproduction, and the care of relatives. These mechanisms should direct behaviour so that the level of investment corresponds roughly to the degree of ——–.

A

relatedness

50
Q

EVOULUTIONARY PERSPECTIVE:
Recent research indicates that certain species possess chemical mechanisms (—————) for recognizing kin

A

pheromones

51
Q

EVOULUTIONARY PERSPECTIVE:
——- are similar to hormones, except that they allow cell-to cell communication between rather than within organisms

A

Pheromones

52
Q

EVOULUTIONARY PERSPECTIVE:
responses that come from pheramones

A

Hypothalamic and pituitary responses,
including hormonal responses

53
Q

EVOULUTIONARY PERSPECTIVE:
an organisms own reproductive success plus their influence on the reproductive success of genetically related individuals

A

inclusive fitness

54
Q

EVOULUTIONARY PERSPECTIVE:
innate response tendencies,

A

motivational
systems —

55
Q

EVOULUTIONARY PERSPECTIVE:
describing friends as “like a brother’ or ‘like a sister’. may not be accidental and demonstrates

A

inclusive fitness

56
Q

PSYCHOSOCIAL MOTIVES
personal and interpersonal motives for achievement, power, self-esteem, affiliation, intimacy and the like are:

A

psychosocial needs

57
Q

PSYCHOSOCIAL MOTIVES
sometimes called ‘communion’, referring to motives for connectedness with others is known as

A

relatedness

58
Q

PSYCHOSOCIAL MOTIVES
motives for achievement, autonomy, mastery, power and other self-oriented goals is known as

A

agency

59
Q

PSYCHOSOCIAL MOTIVES
refers to the desire for physical and psychological proximity (closeness) to another person, so the individual experiences comfort and pleasure in the other person’s presence.

A

Attachment motivation

60
Q

PSYCHOSOCIAL MOTIVES
a special kind of closeness characterised by self-disclosure, warmth and mutual caring is known as

A

intimacy

61
Q

PSYCHOSOCIAL MOTIVES
need for ———–, or interaction with friends or acquaintances

A

affiliation
(Most people need to be with and communicate with other people, whether that means obtaining support after
an upsetting experience, sharing good news or playing sports together)

62
Q

PSYCHOSOCIAL MOTIVES
humans have an innate need to know
and understand the world around them and to feel competent in the exercise of their

A

knowledge

63
Q

PSYCHOSOCIAL MOTIVES
the need to do well, to succeed and to avoid failure

A

need for achievement

64
Q

From a cognitive perspective, motives may
be expressed selectively because they are ——— organised,

A

hierarchically organised, (with some sections of the hierarchy carrying more motivational weight than others)

65
Q

PSYCHOSOCIAL MOTIVES
type of goals that appear to reflect a blend of at least three motives: performance approach,
performance-avoidance and mastery

A

Achievement goals

66
Q

PSYCHOSOCIAL MOTIVES
type of goal that motives to achieve at a particular level, usually a socially defined standard,
such as getting an A for an assignment The emphasis is on
the outcome — on success or failure in meeting a standard

A

performance goals

67
Q

PSYCHOSOCIAL MOTIVES
motivated to attain a goal = performance——- goals whereas others are more
motivated by the fear of not attaining it (performance——- goals).

A

approach

avoidance

68
Q

PSYCHOSOCIAL MOTIVES
Performance goals, whether for approach or avoidance, are about achieving a

A

concrete outcome —
obtaining success or avoiding failure

69
Q

PSYCHOSOCIAL MOTIVES
type of goal that motives are to increase one’s
competence, mastery or skill, interest is in developing my skill or technique

A

mastery goals are

70
Q

PSYCHOSOCIAL MOTIVES
Performance-approach goals are linked to ———- reinforcement and positive (pleasurable) emotions,
such as pride and excitement.

A

positive

71
Q

PSYCHOSOCIAL MOTIVES
Performance-avoidance goals are linked to punishment, ———-reinforcement (avoidance of aversive
consequences) and negative (unpleasant) emotions such as anxiety, guilt, shame and sadness

A

negative

72
Q

PSYCHOSOCIAL MOTIVES
The need for achievement is primarily a —– motive

A

learned

73
Q
A

Psychology 1A (14 decks)

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