study guide + game questions Flashcards
What is motivation?
An inner state that energizes people toward the fulfillment of goal.
-it’s an inner drive
-individual differences (in personality)- what got you here in class? what motivated you to be in class?
getting my rough draft paper
feeling good about yourself
it’s the first lecture of this section
you wanna do good in the upcoming test
–this are all individual differences.–
DRIVE THEORY
DRIVE THEORY: Psychological needs arouse tension that motivates people to satisfy the need (reduce tension). —BY CLARK HULL-
EX: sleep deprivation- all you think about during the day is sleep! until you satisfy that tension
EX:when your horny -motivated to satisfy that by masturbating, having sex, etc. etc.
EX: thirsty : you are motivated to reduce that tension and so drink water.
-has it’s limits.. EX: going to a rollercoaster ride= this is not reducing tension, it’s arousing you!!!! another EX: going to see a scary movie…
Arousal thoery
AROUSAL THEORY: people are motivated to achieve and maintain an optimum level of bodily arousal.
EX: under-stimulated you go and skydiving!
EX: we sometimes are overstimulated and seek something to level out the overstimulation.
EX: bodily arousal- taking a test!- Curvy-linear relationship.
low|———|high
-if arousal low b4 performing, it’s not going to go so well (smoking pot, meditated b4
taking the test etc)
-if arousal high b4 performing, it’s not going to go so well (bc nervous, bitting
nails, throwing up etc)
-AT MEDIUM AROUSAL b4 performing b4, it will be ideal ! and is the OPTIMUM LEVEL
to take the test
EX: the teacher walked up the stairs and then went to class and taught the class… he was having a difficulty in being aroused during his teaching
Incentic theory:
INCENTIVE THEORY: people are motivated to behave in ways that produce a valued incentive (reward). -all the answered about being here in class were INCENTIVE but all other theories still valuable.
-INTRINSIC INCENTIVE:- the reward is coming from within.. - motivate you to do things to make you happy, make you feel good, or making you feel less guilty
EX: from example playing the piano because you enjoy it.
EX: answers from the why coming to class?? some said be I feel good coming to class… this is INTRINSIC INCENTIVE!
EX: donating change to the salvation army
EX: DOnating your time for a food service for the poor. :)
-EXTRINSIC INCENTIVE:- the reward is coming outside of you- (from book it can also be a punishment…-it deals with tangible compensation.
EX: you’re doing something for a tangible reward.
EX: coming to class to pick up your paper ( being in class today)
EX: not losing money for not coming to class.
EX: having a job to get paid
EX: going to school to have parental approval.
What is the Yerkes-Dodson law of arousal and with which motivation theory is it associated?
It’s associated with the arousal theory!!!
LOW|———|high
- if arousal low b4 performing, it’s not going to go so well (smoking pot, meditated b4 taking the test etc)
- if arousal high b4 performing, it’s not going to go so well (bc nervous, bitting nails, throwing up etc)
-AT MEDIUM AROUSAL b4 performing b4, it will be ideal ! and is the OPTIMUM LEVEL
to take the test
Understand the meaning of extrinsic and intrinsic incentives and motivation and be able to identify examples of each (textbook and lecture).
TEXTBOOK :
- INTRINSIC INCENTIVE:- motivate you to do things to make you happy, make you feel good, or making you feel less guilty
- *INTRINSIC MOTIVATION**: the desire to perform behaviors for an internal reward.
- EXTRINSIC INCENTIVE: external rewards or punishments that motivate you to perform a specific action from book it can also be a punishment..
- *EXTRINSIC MOTIVATION**: the desire to gain external rewards for behavior.
LECTURE:
-INTRINSIC INCENTIVE:- the reward is coming from within.
-INTRINSIC MOTIVATION: intrinsic motivation coming from within …
EX: from example playing the piano because you enjoy it.
EX: answers from the why coming to class?? some said be I feel good coming to class… this is INTRINSIC INCENTIVE!
EX: donating change to the salvation army
EX: DOnating your time for a food service for the poor. :)
-EXTRINSIC INCENTIVE:- the reward is coming outside of you- (from book it can also be a punishment…-it deals with tangible compensation.
-EXTRINSIC MOTIVATION: the motivation itself to why you’re doing what you’re doing
EX: you’re doing something for a tangible reward.
EX: coming to class to pick up your paper ( being in class today)
EX: not losing money for not coming to class.
EX: having a job to get paid
EX: going to school to have parental approval.
Understand Maslow’s hierarchical theory and recognize examples of each need in the pyramid.
-organizing the other theories into hierarchies!!! - kinda eclectic !
HIERARCHICAL THEORIES: approach that incorporates the various motivation theories by viewing them in terms of levels of need… by ABRAHAM MASLOW
—-some criticized his pyramid and tried calibrating it..—-
IN DEPTH:
–BOTTOM: PHYSIOLOGICAL NEEDS
food, water, oxygen, sleep and sex
BIOLOGICAL
-criticized::: bc of sex- but sex is necessary for propagation of the species in order for
humans to keep on living!>
–4th BOTTOM: SAFETY NEEDS
security of: body, morality, family resources, property, health.
-criticized::: as being too westernized… outside the western world.> protections!!!
–3RD BOTTOM: **Belongingness and Love Needs **
Friendship, family, social interaction, intimacy, affection
(next question deals with NEED FOR AFFECTION & -NEED FOR INTIMACY=self-disclosure=)-Criticized:::hurricane SANDY: they lost everything, the first thing they thought is “I need to talk to my loved ones.
–2nd TOP: ESTEEM NEEDS
Self-esteem, confidence, respect of and by others. (includes: achievement motivation &
need for power)
-Criticized: ppl want to be rich, don’t really care about others.
-TOP: NEED FOR SELF-ACTUALIZATION
Only when lower needs are met can one potentially attain self-actualization.
-fulling one’s unique potential -having meaningful goals - its a process
-humanistics- all good. -have barriers to become self-actualized
-sometimes when ppl reach this point, they get depressed… ALWAYS have goals!!!!!
Be able to distinguish between need for affiliation and need for intimacy and be able to recognize examples of each.
NEED FOR AFFILIATION: Desire to establish and maintain social contacts.— how much do you desire to create social contacts! –
LOW HIGH (SCORE)
|————|
(LOW) -You prefer to be alone ( HIGH) -loves to be around people, if there’s a club they’ll join it!
IN THE MIDDLE – most of us are in the middle!!!
Sociotropic= get depressed bc they are not being called or w.e… kinda needy from others…
NEED FOR INTIMACY: Desire for close relationships characterized by open and intimate communication.- this does not mean sexual!!!!- intimacy like we share stuff with another person!
LOW HIGH (SCORE)
|————|
(LOW): don’t really share much with others. (HIGH): like sharing about themselves with others!!!
IN THE MIDDLE – most of us are in the middle!!!
(WITHIN NEED FOR INTIMACY)
SELF-DISCLOSURE= require self-disclosure. Sharing of intimate details about oneself to another person.
- Reciprocity- ppl will tell you something, u tell them something in return. - why some relationships don’t work... relationship is ONE SIDED!!
- Gender differences - women tend to self-disclose more than men!!!
- Reveal more as relationship grown, over time.-
Two studies described in the textbook (Eisenberger et al., 2003; Kross et al., 2010) examined the relation between social rejection and physical pain. Understand the main findings.
STUDY 1: computer game: played virtual ball of tossing, Some systematically not included..
- when excluded from the game (compared to when included) participants showed increased activity in 2 neural regions that are frequently associated with unpleasantness of physical pain
- the dorsal anterior cingulate cortex
- the anterior insult
MAIN FINDING: those showing greater activity reported feeling more upset by the rejection episode, thus, neural reponses to SOCIAL EXCLUSION recruited the some neural regions that are involved in PHYSICAL PAIN - supporting the notion that rejection really hurts.
STUDY 2: -recent romantic break-ups (6 months) , Study with exes, Had fMRI (functional magnetic resonance imaging) screening them while the saw pix of their exes -_- & OR thought about a friend and their experiences
-they were also measured when they received pain from their arms.
MAIN FINDING: Same regions of the brain were activated :/ breakups n wanting to maintain friendships are due bc they really do hurt !!!
Taking pain pills helps !!
Know the definition of self-disclosure and the three properties of self-disclosure discussed in class.
SELF-DISCLOSURE= require self-disclosure. Sharing of intimate details about oneself
to another person.
-Reciprocity- ppl will tell you something, u tell them something in return. - why some relationships don’t work… relationship is ONE SIDED!!
-Gender differences - women tend to self-disclose more than men!!!
-Reveal more as relationship grown, over time.- ppl who really need intimacy, they tend to do it all in one time… PARADOXAL …. gotta take it slowly… EX: 1st date… take it slowly…
how the third property of self disclosure illustrated by DePaulo’s and Kashy’s (1998) research.
Reveal more as relationship grow, overtime… we do usually take it slowly with others…
-we are most likely to lie to stranger.. we don’t tend to self-disclose about ourselves to strangers!
-CRITICIZED: if reproduced with adolescents- rate of lying higher probably to parents/family!
Be able to distinguish between need for achievement and need for power and be able to recognize examples of each.
ACHIEVEMENT MOTIVATION: a strong desire to excel & accomplish difficult tasks, outperform others,
-how motivated are you to outperform others.
LOW HIGH (SCORE)
|————|
(LOW)really don’t care (48 yrs, still living with parents, no job) (HIGH)= self-critical, perfectionist, sometimes have unrealistic perceptions, has to be great at everything.
MOST OF US MIDDLE!!!
-master VS. performance orientation
mastery orientation- if you can gain some insight on the topic or work you’re doing. you actually learn something!
performance orientation-when you just look at the grade.. doing work or going to lecture just for the grade, regardless of what you learned.
NEED FOR POWER: a strong desire to acquire prestige and influence over other people
LOW HIGH (SCORE)
|————|
LOW= HIGH= politicians, CEO’s, military ppl, judges/lawyers, police
MOST OF US IN THE MIDDLE! :) lol
Understand mastery versus performance achievement orientations, be able to identify examples of each, and know which is associated with higher anxiety (lecture and textbook).
LECTURE :
mastery orientation- if you can gain some insight on the topic or work you’re doing. you
actually learn something!
performance orientation-when you just look at the grade.. doing work or going to lecture just for the grade, regardless of what you learned.
TEXTBOOK:
mastery orientation-a desire to become proficient in a skill to the best of ur ability … Here you’re not worried about external evaluation but on your own sense of ability to perform well at the target task.
-Associated with deeper engagement
-Greater perseverance
EX: a student in psyc class, believes they can pass the class with perseverance and dedication to learning!!!>.. they feel they can learn anything!
Performance orientation- desire to archive on external indicators of success aka grades. Sense of satisfaction comes from grades
-Associated with higher anxiety bc there is always a judge judging how well u performed
EX: Learning can be seen as secondary to doing well on test rather focusing on learning the material … see learning as something beyond their control they either get it or they don’t kinda thing.
Understand the cross-cultural differences in achievement motivation. Specifically, know the main findings of the study regarding the motivating effects of success and failure on Japanese and Canadian students.
- Japanese culture thinks that failure is bad and looks bad in the family,
MAIN FINDING IN STUDY OF HOW MOTIVATION AFFECTS OF SUCCESS AND FAILURE ON JAPS N CANADIANS STUDENTS:
-canadian students were told they did passed, success motivated them to study some more during the break
-canadians students told they didn’t pass, during the break they ate cookies during their break
-japanese students told they passed, during the break they just relaxed!!!!!!
-japanese students told they didn’t pass, THIS MOTIVATED THEM to achieve better on the 2nd part of the exam SUCCESS motivated Canadians students, FAILURE motivated Japanese students.
Understand the meaning of extrinsic and intrinsic motivation and be able to identify examples of each.
**EXTRINSIC MOTIVATION** : refers to the desire to gain external rewards for behavior when not motivated by intrinsic motivations, external motivations are used to help motivate us. EX: MONEY, EX: getting paper back from class EX:selecting a major based on salary and prestige, rather than personal interest in the major.
INTRINSIC MOTIVATION: desire to perform behaviors for an internal reward.
EX: feeling good
EX: doing something because you enjoy it!
Understand the paradoxical effect that tangible rewards have on intrinsic motivation (Deci, 1971) and tasks that require rudimentary cognitive skills or creativity (Dan Pink video).
- Extrinsic INCENTIVES can Undermine INTRINSIC MOTIVATION!
- when you give an extrinsic reward to someone doing something they enjoy, you undermine the intrinsic motivation…. you SUCK THE FUN OUT OF SOMETHING THEY GENUINELY ENJOYED B4>
****- increasing extrinsic incentives makes performance worse on tasks that involve thinking or creativity! ****
What is social psychology?
-The study of how individuals think, feel, and behave in social situations.
nderstand the impression formation process described in class.
-
categorize people (often automatically)- hard wired . eolutionary perspective should I approach or withdraw from this person
- gender- female/ male
- age - old/young
- race- what ethnicity
- (primary three but not the only ones)
- *-categories that stand out to be activated**.
- prime categories
- Ex: holidays = you think XMAS, thanksgiving!!, halloween etc etc.
- prime categories
-EX: teacher in a room with 100 yr old women… stand out - age… might be roothless etc etc.
- *-schemas associated with category become more accessible**
- the clips with the lady being drugged..- category of being nice when she is dressed conservatively… nice person nice lady…
- category of being a whore if when dressed provocatively, she deserves it.
- determine our decision to approach/withdrawal.
- **first impressions not always accurate**
Understand the primacy effect and the self-fulfilling prophecy. Know the examples given in class that illustrate both biases in impression formation. Also know how to improve accuracy in forming impressions.
PRIMACY EFFECT: the tendency to be more influenced by initial information about a person than by information gathered later. ( cognitive-confirmation bias).
EX: speed dating .. PRIMACY EFFECT- same chick - hot chick/chubby chick (dressed heavier)
- both the same girl but the guy (same guy she sat b4 when she was a hot chick)
-when she was a hot chick she was racists, mean, kinda annoying
-when she was a chubby chick, she was down to earth, very nice.
-when deciding, the guy went for the hot chick regardless of her personality
why bc of primacy effect;;; 1st impression OMG SHE’S HOT!!!!!
SELF-FULFILLING PROPHECY: a person’s expectation (based upon first impression) can lead to it’s own fulfillment. ( behavioral-confirmation bias)
EX: -a teacher expectancy example…
- the researcher manipulated the data from the tests he gave to the teachers students- the scores were either “lower/higher” done randomly !!!!
-the kids the teacher thought had a higher score, the teacher treated them differently, she gave them more attention and basically nurtured them to do better in the future. did better at the end///
- the kids the teacher thought had lower scores the teacher dismissed them!!! she didn’t really help them throughout the school year… did bad at the end///
Why bc of primacy effect.
HOW TO IMPROVE?
Don’t adhere to your first impressions
- with CONTROLLED Processing move beyond biased initial impression and consider more complete information..BASICALLY THINK WITH UR HEAD!!!
-let the person show you who they are….
anticipated accountability = the expectantion that you will be required to justify your response
- you’re required to justify yout 1st impressions !!!!
-when we are hold accountable, we become more responsible
-EX: speed dating— he probably would have chosen the cool thicker chick !!!
Understand the meaning of dispositional and situational attributions and know the conditions under which we are likely to use each attribution (lecture). Also understand how individualist and collectivist cultures differ with respect to tendencies toward dispositional and situational attributions (textbook).
LECTURE:
DISPOSITIONAL ATTRIBUTION: Assume characteristics of the individual influenced them to behave in a particular way.
-Blame or credit the person for their behavior
– Personality Traits
– Attitudes (likes and dislikes)
– Goals
her example: went to the store 2 days b4 thanksgiving. everyone was chaotic about the supplies… her husband called all of them assholes, animals!
- bc of their attitude, something about their personality,character, blah, we blame or credit
the person for their behavior…
- every attribution he gave them gave out a flaw of their personality….
WHEN LIKELY TO USE?
Often hinges on social desirability—especially if behavior is disapproved of in current
situation
we have a tendency for this bc of social desirability!
- *SITUATIONAL ATTRIBUTION**: Assume characteristics of the situation influenced a person to behave in a particular way
- Blame or credit the situation when searching for a cause of behavior.
- her example: the supermarket 2 days b4 thanksgiving.. they get tens… and are hyped up or didn’t have time to do the shopping b4 because of work and now only have a few hours.
WHEN LIKELY TO USE?
When characteristics of the situation are particularly distinctive. - has to be so distinctive that we cannot overlook it.
EX FOR LECTURE: -Our old chancellor, jumped to her death … -reporters were giving attributions to why she died…
Dispositional : 1st women to be Chancellor
- had depression
- she was a lesbian
Situational : Stress
- ppl barricaded her from her home, this happen before a few months of her death.
TEXTBOOK
INDIVIDUALIST CULTURES
tend to explain a person’s behavior as being the result of a person’s personality (dispositional)
COLLECTIVIST CULTURES
tend to emphasize the society are more likely to explain behavior on situational factors.
Understand and be able to identify examples of the fundamental attribution error, the actor- observer bias, and the self-serving bias.
Fundamental Attribution error: A tendency to attribute behavior to personal characteristics rather than situational influence (i.e., _dispositional bia_s).- is when we see someone act in a certain way, we attribute their behavior to an internal, stable feature of that person!
EX: you took a test with your friend, she failed the test, you think she failed because she’s lazy, she’s not studying enough and is going out too much. But you don’t think maybe she has problems retaining the information.
EX: I assume your lazy bc you haven’t done nothing during the day not because you are tired or lack the resources to do something.
Actor-observer bias: dispositional bias when explaining other people’s behavior, but a situational bias when explaining our own. basically judging others, when we do something, we attribute it more to the CIRCUMSTANCES than to PERSONALITY-based features.- We are much less forgiving when someone does something we don’t like.
EX: in the grocery’s store.. last can of JAM, your tired and wanna go home so you sprint for the the last one. to you, you have an excuse why you did it, but if you see others doing it, you say negative things about that person’s personality.
EX: you drive super fast because you are late to work… but when others do it you think they are RUDE and incompetent drivers.
Self-serving bias: success caused by disposition; failure caused by situations.
EX: If you get an A you attribute it to yourself and your own merits. IF YOU FAIL, you blame it to others, or other things!!!
EX:Believing that a positive outcome (e.g., writing a best-selling book) is completely due to your talents when it may be partly explained by chance factors or the efforts of others.
Understand defensive attributions and the just-world hypothesis as described in the textbook.
Defensive Attribution: We tend to blame ppl for their own misfortunes, Called defensive attribution
EX: blaming the victim: attributing the cause of an unfortunate circumstances to the person experiencing it.
just-world hypothesis: ppl get what they deserve.
-Ppl feel they should be rewarded when they do good things and be punished for doing
bad things.
-It’s much more comforting and reassuring to think that if bad things happen to someone
that person must be doing something wrong.
Understand what the Stanford Prison Experiment teaches us about dispositional versus situational determinants of behavior.
-24 random males… All randomly assigned the guard or the prisoners. This lasted for 6 days(was going to be 2 weeks)…Before long ppl fell into their roles /:….Guards became offensive and insulting the prisoners. Soon the prisoners too became passive and helpless.The experiment got so bad they had to abandon the experiment by the end of the 1st week!!! - the prisoners & guards went to far to impersonating their roles.
-if you put ppl in bad situations ppl will get ugly, happen in 2003 ABU Gray with american
soldiers abusing Iraqi prisoners. :/
-the generals tried saying it was bc they (solders) were bad apples… this is dispositional
attribution BUT THEY WERE WRONG!
-SITUATION VERY POWERFUL; make you do and think like you do because of your role (social role & rules =behavioral guidelines for acting in certain ways in certain situations=)
Understand the meaning of social facilitation (Zajonc, 1965). (1st form of social INFLUENCE)
The tendency for presence of others to enhance performance on simple tasks and impair performance on complex tasks.
- changing nature of task and not middle arousal
- you do better with thing you done VS. something you haven’t done.
- when ppl are around us, we are more aroused- sympathetic system kicks in !
What is social loafing? How can you decrease it? (lecture and textbook). In what type of culture (individualist/collectivist) is social loafing more common? (lecture and textbook).(SOCIAL LOAFING=2ND form of social INFLUENCE)
LECTURE:
Social Loafing: The tendency for people to exert less effort in group tasks where individual efforts are “pooled.”
HOW Decrease? BY assigning specific tasks to people!… don’t leave anything up to chance!!!
EX: group projects, assign ppl tasks, don’t let anything to linger @ all!
TYPE OF CUL. MORE PROMINENT? INDIVIDUALISTIC/ COLLECTIVIST?
-Social loafers happen more in individualistic cultures than in collectivist cultures.
TEXTBOOK:
Social Loafing: the tendency to work less in a group than by yourself.
HOW Decrease? -decrease by forming groups that will provide consequences for or criticism of loafers!
-The more difficult and rewarding the group task, the less social loafing there likely will b
-Also social loafing happens more often in groups where you don’t Know the people
Thus, when one is in a group with ppl we know, there is is much more productivity
from GAME:
/ Increasing the uniqueness of the individuals’ contribution.
/ Forming close relationships in the group
/ Consequences or criticism for loafers
/ Anything that can strengthen the importance of group success.
TYPE OF CUL. MORE PROMINENT? INDIVIDUALISTIC/ COLLECTIVIST? -Social loafers happen more in individualistic cultures than in collectivist cultures.
-Collectivist cultures more oftener generate greater effort when in groups!
Understand the meaning of conformity (3RD FORM OF SOCIAL INFLUENCE) and the main findings of the study conducted by Solomon Asch (1951).
- *CONFORMITY**: Changing your behavior to match social norms of groups when real or imagined social pressure is exerted.
- do it bc you want to or because of pressure :/
MAIN FINDINGS FROM SOLOMON ASCH:
– Compare three lines to “standard” line.
– In first 2 rounds, everyone agrees. In next round, all other participants (AKA: confederates) choose obviously incorrect answer.
– 75% of participants went with wrong answer at least once.
Understand the main findings of the Milgram obedience experiment.
-made bc of Germany WW11…Recruited 40 men They were told that the study would test the effect of punishment on learning. 2 participants called in the room together. The thing was rigged so the ppl from the flyers were always teachers.The other participant was actually a confederate (accomplice of the experiment) Experimenter and teacher together in one room adjectives was the learner.. b4 this, the confederate told the participant that they had A HEART PROBLEM! ///They reach the max of volts even when the learner said stop … The teacher said pls keep going…
MAIN FINDINGS:
- NO participant quit below 300 volts (men or women)
- 65% delivered the maximum 450 volts to the learner
- no real participant (the teacher) did not quit below 300 volts (this can kill you btw!)
- *-ppl were capable of killing just bc of an authority figure. **
Understand informational and normative influence and be able to recognize examples of each. (conformity types)
INFORMATIONAL INFLUENCE: we want to be right — looking back to SOLOMON study, you don’t want to look dumb.
EX:THE solomon study, you just go with the flow or with rest of the group, team, etc.
NORMATIVE INFLUENCE: We want to be liked!!! — you want to fit IN
EX: HAZING in college!!!
EX: following crazy fads lol
Understand the three tenets of social impact theory.
1-Strength (significance) of people who might influence you.
-if someone is a stranger, they are less likely to influence you
-if someone is close to you, you are most likely to do the action, thing, w.e
EX: the women who got abused for 12 yrs by the boss…. her boss was the one who paid her, she basically depended on him.
2-Immediacy (how often are you in the presence of the group)
-if they are always close to you
EX: teenagers tend to spend 18 hours or more during one day..
3-Number (how many people are in the group)
-more influential if there are 2 ppl than just 1…
