Ch 6.1-6.2 Flashcards
personality
essentially individual pattern of thinking, feeling and behavior associated with each person
person are nuanced and complex
theories and perspectives on personality
psychoana persp humanistic behaviorist social cognitive trait biological
therapies to treat personality disorders are based on perspectives
psychoana therapy
humanistic
person based
social cognitive
psychoana theory
personality ( made up of thoughts , feelings and behaviros) is shaped from a person’s unconcious thoughts, feelings, and memories
ucnoncious elements are derived from
past experiences, particularly interactions with 1 early caregivers
concious compared to unconcious
wat person is concious of is very limited, compared to his or her vasts stores of experiences, memories, needs , motivations below surface ( unconcious)
existence of unconcious psychoana
can be inferred from behaviors such as dreams, slips of tongue, posthypnotic suggestions and free associations
classical psycho ana developed by
igmund freud
classical psychoana
2 insticts drives motivate human behavior
libido
death instinct
libido life instinct
drives behaviors based on survival, growth, creativity, pain avoidance and pleasure
commonly defined as sex drive
death instinct
drives aggresive behaviors fueled by unconcious wish to die or to hurt oneself or others
classical psychoana : psychic energy distributed among 3 personality components that function together
id
ego
superego
classical : id
source of energy and instincts
largely unconcious
ruled by pleasure principle
id seeks to
reduce tensions
avoid pain and gain pleasure
does not use logical or moral reasoning and does not distinguish mental images from external objects
who functions most on id
children function almost exclusively on id according to freud
classical : ego
ruled by reality principle
uses logical thinking and planning to control conciousness and id
tries to find realistic ways to satisfy the d desire for pleasure
pleasure principle
instinctual seeking of pleasure and avoiding of pain in order to satisfy biological and psychological needs
driving force of id
reality principle
ability of the mind to assess the reality of the external world, and to act upon it accordingly, as opposed to acting on the pleasure principle
classical :superego
inhibits id and influences the ego to follow moralistic and idelistic goals rather than just realistic goals
superego strives for
a higher purpose
superego makes judgements
of right and wrong and strives for perfection, based on the fact societal values as learned from one’s parents
superego seeks
to gain psycho rewards such as feeling of pride and self love and avoid psycho punishment such as feeling of guilt and inferiority
anxiety according to freud
feeling of dread or tension, warning of potential danger that occurs when person begins to become aware of repressed feelings, memories, desires or experiences
ego defense mechanism
unconciously denies or distorts reality
in order to cope with anxiety and protect ego
normal and become unhealthy only when taken to extremes
8 common ego defense mech
repression denial reaction formation projection displacement rationalization regression sublimation
repression
lack of recall of an emotionally painful memory
denial
forceful refusal to acknowledge an emotionally painful memory
reaction formation
expressing the opposite of what one feels , when it would feel too dangerous to express the real feeling ( such as acting hateful toward someone who is sexually attracted)
projection
attributing one’s own unacceptable thoughts or feelings to another person
ex of projection
I am not angry, you are
displacemnet
redirecting agressive or sexual impulses from a forbidden action or object onto a less dangerous one
ex of displacement
when a person goes home and kicks the dog instead of expressing anger at a boss
rationalization
explaining and intellectually justifying one’s impulsive behavior
regression
reverting to an earlier, less sophisticated behavior
ex of regression
as when a child reverts to bedwetting after a traua
sublimation
channeling agressive or sexual E into postive, constructive activities such as producing art
psycho ana and dev stages
at each dev stage , certan needs and tasks must be satisfied
when needs and tasks are not met, person harbors unresolved unconcious conflicts which lead to psycho disfunction
2 theories regarding developmental stages
Freud psyco sexual
Erik Erikson’s psychosocial
freud sexual energy
is supposedly present from infancy
freud says person matures thru 5 psycosexual stages
oral anal phallic latent genital
each psychosexual stage
corresponds to a part of the body which focuses on sensual pleasure
oral stage
child seeks sensual pleasure thru activities such as suckng and chewing
anal stage
seeks sensual pleasure thru control of elimination
phallic stage
seeks sensual pleasure thru genitals
child is both sexually attracted to opp sex parent and hostile towards the same sex parent, who is seen as a rival
Oedipus complex
a desire for sexual involvement with the parent of the opposite sex and a concomitant sense of rivalry with the parent of the same sex; a crucial stage in the normal developmental process
for boys
Electra complex
old-fashioned term for the Oedipus complex as manifested in young girls.
penis envy
girls are said to experience this during the phallic stage
as they discover they do not have penises
The psychoanalytic theory
says that our childhood experiences and unconscious desires influence behavior
major driving force behind Freud’s instinctual theory
concept of libido
libido
natural energy source that fuels the mechanisms of the mind. And when this libidinal energy is stuck or fixated at various stages of psychosexual development
when this fixation occurs at this psychosexual development and stages
conflicts can occur that have lifelong effects. So fixation at a particular stage is what predicts adult personality according to this theory
For example, someone fixated at the oral stage,
might have oral personality characteristics like being overly talkative or having a smoking habit when they grow up
id
unconscious part of our mind that makes up most of the mind
develops right after birth, and demands immediate gratification
ego
part of our conscious and our unconscious mind
involved in our perceptions, thoughts, and judgments. And it seeks long-term gratification as opposed to the id’s immediate gratification
superego
develops around the age of four.
moral compass or our conscience
superego values society
represents the values of society
ego acts as a
mediator between the unconscious desires of the id and the moral demands of the superego
latency stage
sexual intrests subside and are replaced by interests in other areas such as school, friends and sports
genital stage
begins in adolescence , when sexual themes resurface and person’s life / sexual energy fuels activities such as friendships, arts, sports and careers
adult personality is largely determined by according to freud
first 3 psychosexual stages
psychologically fixated at a stage
may occur is parents frustrate or overindulge the child’s expression of sensual pleasure at a certain stage so that the child does not resolve that stage’s developmental conflicts
result of psychological fixation
adult continues to seek sensual pleasure through behaviors related to that stage
ex of psychological fixation incest
if a child represses his or her unconcious incestuous desires for opposite sex parent in phallic stage, as an adult, he or she may not fully acceptt his or her sexuality and sexual feelings
followers of freud
carl jung
karen horney
alfred adler
erik erikson
followers of freud views on humanity
more optimistic views of humanity, saw personality as more changeable thruout the lifespan rather than as determined only by early childhood experiences
diff between freud views and followers of freud
also saw people as motivated and influenced by growth instinct, striving for superiority or social factors rather than primarily by sensual urges
Erik Erikson extended Freud’s theory in 2 ways
added social and interpersonal factors to supplement Freud’s focus on unconcious conflicts within a person
Erik supplement Freud’s focus on early childhood
delineated 8 dev stages and conflicts in adolescence and adulthood
Erik 1st stage
infant’s task is to resolve crisis of trust vs mistrust
if infants physical and emotional needs are not met, as an adult she or he may mistrust the world and interpersonal relationships
2nd stage
toddler must resolve crisis of autonomy vs shame and doubt
2nd stage needs
to explore, make mistakes, and test limits are not met as an adult he or she will be dependent rather than autonomous
3rd stage
preschool age child must resolve crisis of initiative vs guilt
3rd stage needs
to make decisions, otherwise as an adult, he or she may feel guilty taking initiative instead of allowing others to choose
4th stage
resolve crisis of industry vs inferiority
4th stage needs
if needs to understand the world, develop a gender role identity, suceed in school, and set and attain personal goals are not met at this stage, as an adult he or she may feel inadequate
5th stage
occurs during adolescence
involves resolving crisis of identity vs role confusion
5th stage needs
if adol does not test limits and clarify his or her identiy, goals and life meaning, he or she may develop role cnfusion
6th stage
resolve crisis of intimacy vs isolation
6th stage needs
if person does not form intimate relationships at this stage, he or she may become alienated or isolated
7th stage
occurs in middle age
person resolve crisis between generativity vs stagnation
7th stage needs
feel productive by helping next generation and resolving differences between actual accomplishments and earlier dreams, he or she may become stuck in psychological stagnation
8th stage
resolve crisis of integrity vs despair
if person looks back with regrets and a lac of personal worth at this stage, he or she may feel hopeless, guilty, resentful and self rejecting
oral age
birth to 1 year
anal age
1-3
phallic age
3-6
latency age
6-12
genital age
12+
stage 1 age
birth to 1
stage 2 age
1-3
stage 3 age
3-6
stage 4 age
6-12
stage 5 age
12-18
stage 6 age
18-35
stage 7 age
35-60
stage 8
60+
oral vs stage 1
oral : sensual pleasure in mouth A
stage 1: infancy
trust vs mistrust
physical and emotional needs met
anal vs stage 2
anal: sensual pleasure in controlling elimination
stage 2: early childhood
autonomy vs shame and doubt
explore make mistakes, test limits
phallic vs stage 3
phallic: sensual pleasure in genital area
incestuous desire for the opposite sex parent
stage 3: preschool age
intiative vs guilt
make decisions
latency vs stage 4
latency: sexual interests subside pursue school, friends , sports stage 4: school age industry vs inferiority gender role identity, school success, attain personal goals, understand the world
genital summary
sensual pleasure in genital area
life or sexual energy fuels friendships , arts, sports, careers
stage 5 summary
adolescence
identity vs role confusion
identity, goals, life meaning, limit testing
stage 6 summary
young adulthood
intimacy vs isolation
form intimate relationships
stage 7 summary
middle age
generativity vs stagnation
help next generation and resolve difference between dreams and accomplishments
stage 8 summary
later life
integrity vs despair
look back with no regrest and feel personal worth
psyco therapy
helps patient become aware of his or her unconcious drives and gain insight into the emotional issues and conflicts that are presenting difficulties
one of goals of psyco therapy
help patient become more able to choose behaviors conciously
strengthen goal of psyco therapy
strengthen ego so choices can be based on reality rather than on instincts ( id) or guilt ( superego)
talk therapy
another name for psyco ana therapy because sessions focus on patients talking about their lives
therapist looks for patterns in significant events that may a role in the cilent’s current difficulties
past effect psyco analysts
believe that childhood events and unconcious feelings, thoughts and motivations playa role in mental illness and maladaptive behaviors
techniques used in psyco therapy
techniques such as free association, role play and dream interpretation
humanistic theory focus
healthy personality development
classical psycoana theory focus
conflicts and psycopathology
humanistic theory
humans are inherently good and as having free will rather than having behavior determined by their early relationships
basic motive of all people in humanistic theory
actualizing tendency
actualizing tendency
innate drive to maintain and enhance the organism
person will grow to
self actualization, realizing his or her human potential, as long as no obstacle intervenes
humanistic theory developed by
Carl Rogers
according to humanistic theory , when child receives disapproval from caregiver for certain behavior
he or she sense that the caregiver’s positive regard is conditional
values of child
in order to win caregiver’s approval and see both self and caregiver as good, child introjects the caregiver’s values, taking them on as part of his or her own self concept
self concept
made up of child’s concious subjective perceptions and beliefs abouthim or herself
child’s true values
remain but are unconcious and child pursues experiences consistent with introjected values and unconcious true values is the root of psycho pathology
discrepancy betwene concious and unconcious
leads to tension, not knowing oneself and feeling that something is wrong
behavior and self concepts
people choose behavior consistent with their self concepts
encountering experiences which contradict their self concepts
people feel uncomfortable incongruence
paying attention to emotional reactions to experiences
person in an incongruent state can learn what his or her true values are and then become helathy again by modifying introjected values and self concept and growing toward fulfillment and completeness of self
denial and self concepts
usually, people find it easier to deny or distort such experiences than modify self concepts
humanist theory
humans have free will and we can actively develop ourselves to our highest potential and reach self actualization
primary diff between Freud’s theory and humanistic theory
Freud’s theory was deterministic
his theory says our behavior is determined by our unconcious desires
focuses on individuals who have mental conflicts and not all people
humanistic theory focuses on the concious rather than the unconcious
Maslow
1st major theorist
formed the heirarchy of needs
heirarchy of needs
can be depicted using a pyramid
all our needs are built upon each other
must first fulfill the needs which form the base of the pyramid and then we can work our way up
needs that need to be fulfilled
after our physiological needs, need for safety, love self esteem then self actualization
therefore we can all reach self actualization
characteristics of self actualizing people
self aware
caring
wise
interests are problem centered
focus energies on tasks that are the mission of their life
higher purpose focused on larger causes and less about the basic aspects of life
trying to strive and think broader for larger causes
how often is self actualization acheived
not very much
1% of the people achieve self actualization
carl rogers humanist ideas
used Maslow’s idea and the qualities he described, and says that they are nurtured early in life
Carl rogers self actualization
constant growth process that is nurtured in a growth-promoting climate
growth-promoting climate two conditions that need to be met in order to help someone reach self actualization
the first is that growth is nurtured by when an individual is being genuine
the second condition that needs to be met is that growth is nurtured through acceptance, and acceptance from others
growth by genuine
one has to be open and revealing about themselves. They have to be genuine and true to who they are.
growth thru acceptance
one must receive acceptance and receive an unconditional positive regard from others
ex of growth thru acceptance punishment
a parent may get upset at their child and punish them for doing something wrong. But they’re going to still love their child and regard their child without any conditions, no matter what. So this allows us to be open and learn without fearing others are going to look at us differently if we do something wrong.
genuine relationships with others and acceptance
allows us to live up to the ideals of our true, real self, versus this ideal self that is bounded by conditions that people rarely can live up to
both Maslow and Rogers said a central feature of our personality
self-concept
self concept
achieved when we bring genuineness acceptance together and achieve this growth-promoting climate. So as individuals, we tend to act and perceive the world positively.
humanistic therapy
aka person centered therapy
used to provide an environment that help cilents trust and accept thmselves and their emotional reactions so they can learn and grow from their experences
essential elements of environment in human therapy according to rogers
therapistès trust in the cilent and therapist communicating genuineness ( congruence) , unconditional positive regard and empathic understanding to the cilent
cilent vs patient
meant suggest the inherent health of person on an equal level with the therapist
behaviorist perspectiv
person is result of learned behavior patterns based on personès environment
deterministic
determinism
belief in the inevitability of causation. Everything that happens is the only possible thing that could happen. The chains and networks of causes are so powerful and inexorable that every outcome is inevitable.
behaviorist proposes
that people begin as blank slates and env rein and punishment completely determine an individualès subsequent behavior and personalities
beh process
begins in childhood and continues thruout the lifespan
beh personality
result of interaction between the individual and the environment
beh focused on behavior
which is observabel and measureable rather than mental and emotional behaviors
psychoana vs beh
opposites because psychoana mostly focuses on mental behaviors instead of observable behaviors
behaviorists donèt care for theories which take into account thoughts and feelings
learning according to behaviorism
occurs thru 2 forms of conditioning, classical or operant
classical c
person acquires a certain response to stim that is paired to a second different stim that already produces the desired response
also called assoc learning
operant c
behaviors are influenced by consequences that follow them
operant
personès action or behavior that operated on the env and produces consequences
consequences
rein which make it more likely that operant will be repeated or punshments which make it less likely that the operant will be repeated
both punish and rein can
be positve or negative
postve or -
refers to whether the consequence involves the presence or absence of a particular stimulus
positve rein
presence of a rewarding stimulus
- rein
absence of aversive stimulu
+ punish
presence of aversive stmuli
- punish
absence of a rewarding stim
behavioral therapy
uses conditioning to shape a cilentès behaviors in a desired direction
ABC model beh
therapist first persorma a functional assesment to det antecedents ( A and consequences (C) of behavior (B)
therapy after ABC
proceeds by changing ante and consequences , using least aversive means possible
common applications of behav therapy
include relaxation training
systematic desensitization
to help cilents manage fear and anxiety
systematic desensitization
cilent helped to relax while repeatedly being exposed to or imagining the situation that provokes anxiety
allows cilent to experience the problematic situation without experiencing any averse consequences
Skinner
strict behst
associated with concept of operant conditioning
Pavlov
classical conditioning
behav believed that humans are
shaped by the env.t
cognitive theory
considered the bridge between behaviorism and other theories that emphasize thinking and behavior
social cogitive perspective
personality is formed by reciprocal interaction among behavioral, cognitive and environmental factors
behav component of scog
includes patterns of behavior learned thru classical and operant conditioning as well as observational learning
observational learning cog
occurs whena person watches another personès behavior and its consequences , thereby learning, rules, strategies and expected outcomes in diff situations
ex of obs learning violence
studies found that children who watched aggressively and violent behavior in a vdeo subsequently behaved with more agression and violence towards aa doll
imitation
people are more likely to imitate models whom they admire or like or seem similar to themselves
cognitive portion of personality
includes mental processes involving observational learning as well as concious cognitve processes such as self efficacy beliefs
self efficacy beliefs
beliefs about 1 s own abilities
environmental comp
includes situational influences such as opps, rewards and punishments
cognitive behav therapy
behav usually combined wth cognitive approach
from cog persp feelings
and behaviors are seen as reactions not to actual events but to the personès thought about those events
people live according to cog
by self created, subjective beliefs about him or herself , other people and the world and the beliefs color the personès interpretations of events
beliefs of people cog
many are formed during childhood and they are often unconcious
roots of psycopatho according to cog
are irrational or dysfunctional thoughts and beliefs
goal of cognitive psychotherapy
help cilent become aware of these subsituate rational or accurate beliefs and thoughts which lead to more functioning feelings and behaviors
psyco ana therapy assumed problem
unconcious forces and childhood experiences
psyco ana therapy goals
reduced anxiety thru self insight
psyco ana general method
analysis and interpretation
humanistic therapy assumed problem
aka cilent centered or person centered
barriers to self understandng and acceptance
humanistic therapy goals
personal growth thru self insight
humanistic general method
active listening and unconditional positive regard
cognitive behavioral therapy assumed problem
maladaptive behaivor and or negative self defeating thoughts
cognitive behavioral therapy goals
extinction and relearnng of undesired thoughts or behaviors and healthier thinking and self talk
cognitive behavioral general method
reconditioning, desensitization, reversal of self blame
Banduraès social cognitive theory
Attention
Memory
Imitation
Motivation
personality trait
generally stable predisposiition towards a brain behavior
trait theories of person focus
on identifyng, describing, measuring and comparing individual differences and similarities with respect to such traits
2 types of trats
surface
source
surface traits
evident from a personès behavior
ex of surface trait
person might be described as talkative or exuberant
source trats
factors underlying human personality and behavior
fewer and more abstract
not binary but a continuum ranging between 2 extremes such as extroversion and introversion
Raymond Cattell
used factor analysis with hundreds of surface traits to identify which traits were related to each other
he identified 16 surface traits
15 traits were reduced to
5 global factors
global factors
source traits
beneath each gobal factors
number of correlated and more specific primary factors are claimed
5 global factors Cattell
extroversion, anxiety, receptivity, accomodation and self control
some primary factors are
associated with more than one global factor
16th surface trait
problem solving
did not sort into any of the five global factors
5 factor model described by
McCrae and Costa
widely accepted
5 factors of 5 factor model
extroversion, neuroticism, openess to experience, aggressiveness and concientousness
Cattell Extroversion 5 primary factors
reserved/ warm serious/ lively shy/ bold private/ forthright self-reliant/ group oriented
Cattell anxiety 4 primary factors
emotionally stable/ reactive
trusting/ vigilant
assured/apprehensive
relaxed/ tense
Cattell receptivity 4 primary factors
reserved/ warm
unsentimental/ sensitive
practical/ abstracted
traditional/ open to change
Cattell accomodation 4 primary factors
bold/ shy
vigilant/ trusting
traditional/ open to change
domnant/ deferential
Cattell self control 4 primary factors
lively/ serious
abstracted/ practical
expedient/ rule cocnioius
tolerates disorder/ perfectionist
primary factors which are part of more than one global factor
reserved or warm lively/ serious bold/ shy practical/abstracted traditional/ open to change
personality traits and careers
thought to help predict a personès performance and enjoyment in certain careers
assesments of personality traits are often used for career counseling and by human resources departments as an aid to hiring and promoting decisions
trait based assesments also used to help
people understand and accept themselves and others
each personal type is seen
as having its own strengths and weaknesses
no type is identified as pathological , weaknesses are viewed to be chars to be aware of and mange rather than change
trait theories not concerned
with explaining why a person has particular traits although some have proposed that certain traits are biologically based
bio perspective of personality
partly due to innate biological differences among people
bio support
, support for this view is found in heritability of the basic personality trats as well as correlations between person traits and certain aspects of brain structure and function
Hans Esyenk level of extroversion
proposed that personès level of extroversion is based on individual differences in reticular formation (which mediates arousal and conciousness)
Ey: intro
more easily aroused and therefor require and tolerate less external stimulation
Ey: extro
less easily aroused and comfortable in more stimulating environments
Ey: level of neuroticism
based on individual differences in limbic system ( which helps mediate emotion and memory)
correlations between extro and brain
volume of brain regions involved with processing negative emotions and punishment
twin studies and adoption studies support for extro
heritability of extroversion and neuroticism
Big 5 Extroversion 5 ex
reserved/ affectionate
loner/ joiner
quiet / talkative
internal stimuli / external stimuli
Big 5 Neuroticism 5 ex
calm/ worrying even tempered/ emotional secure/ sensitive confident/ nervous emotionally stable/ unstable
Big 5 openess to experience 5 ex
down to earth / imaginative uncreative/ original prefer routin/ prefer variety cautious/ curious consistent/ inventive
Big 5 agreeableness 7 ex
antagonistic/ acquiescent ruthless/ softhearted suspicious/ trusting cold/ friendly unkind/ compassionate antagonistic/cooperative not pleasing / pleasing others
Big 5 conscientousness 5 ex
lazy/ hardworking aimless/ ambitious quitting/ persevering easygoing/ efficient careless/ organized
Jeffrey alan gray personality proposal
personality is governed by interactions among three brain systems that respond to rewarding and punishing stimuli
Gray:: fearlessness and avoidance
linked to fight or flight sympa NS
Gray: worry and anxiety
linked to behavioral inhibition system
Gray: optimism and impulsivity
linked to behavioral approach system
C robert cloninger personality link
linked personality to level of activity of certain neuro in 3 interacting systems of gray
clon: low dopamine activity
correlates with high impulsiviy and novelty seeking
clon: low epi activity
higher approval seeking and reward dependence
clon low sero activity
risk avoidance
grey matter volume and novelty seeking
in the cingulate cortex
grey matter volume and reward dependence
in caudate nucleus
grey matter volume and avoidance
orbitofrontal, occipital and parietal cortices
person situation controversy
aka trait vs state controverys
considers degree to which apersonè reaction in a given situation is due to their personality ( trait) or is due to the situation itself (state)
traits
considered interanl, stable, and enduring aspects of personality that should be consistent across most situations
states
are situational, unstable, temporary and variable aspects of personality that are influenced by external environment
ex of triat
extroversion
ex of state
stress
personality and behavior stability over time
research suggests that while peopleàs personality traits are fairly stable
their behavior in specific situations can be variable
variable behavior means
people do not act with predicatbale consistency even if their personality traits are predictably consistent
behavior in unfamiliar situations
tend to modify behavior based on social cues
thus specific traits may remain hidden
social cues
verbal or non verbal hints that guide social interactions
ex of behavior in unfamiliar situation extrovert in fornmal
a person who is normally quite extroverted may seem quiet and reserved in anunfamiliar formal situation
familiar situation behavior
people act more like themselves
same extrovert may be considered talkative in a familiar situation with friends
best wa to reveal distinct personality traits
average behavior
instinct
behaviors that are unlearned and present in a fixed pattern thruout a species
one of the several factors that is understood to influence motivation
ex of instinct chicks
imprinting in chicks wholearn to following objects or organisms that are present when they hatch
human instincts include
sucing behaviors, naturally holding breath under water, demonstrating fear when approaching drops in elevation
instincts represent
the contribution of genes which predispose species to particular behavior
organisms are pushed to act in certain ways
by physiological drives
drive
urge originating from a physiological discomfort such as hunger , thirst, sleepiness
useful for alerting an organism that is no longer in a state of homeostasis
homeostasis
internal state of equilibirium
drives suggest
that something is lacking, food , water or sleep for example
drives work thru
- feedback systems, which re abundant in human physiology
negative feedback
maintainins stability or homeostasis ; system produces a product or end result , which feed back to stop the system and maintain the product or end result within tightly controlled boundaries
bio exs of - feedback
regualtion of blood pressure blood glucose levels and body temperature
ex of impact of bio systems on behavior
if blood glucose drops because you havenèt eaten in hours, you will feel hungry and have a strong drive to eat
behaviors can also be motivated by
desire to acheive an optimal level of arousal
ex of behaviors motivated by arousal toddler and adult
toddler nt stimulated enough may seek stimulation by exploring the surroundings
adult who is feeling bored will do the same
overstimulation impact
can lead to feelings of stress, which may lead one to seek ways to relax or sleep
bio needs include
higher level needs
need for safety, belonging and love and achievement
theories that explain how motivation affects human behavior
drive reduction
incentive
maslowès heirarchy of needs
drive reduction reasoning
since drives a re phys states of discomforts, it follows that we are motivated to reduce these drive thru behaviors such as eating and drinking
drive reduction theory
suggests that a phys need creates an aroused state that drive the organism to reduce the need by engaging in some behavior
greater the physiological need, greater the drive , an aroused motivated state
ex of drive reduction glucose
if your blood glucose drops, you feel hungry or light headed and have a drive to eat
incentives
external stimuli, objects and events in the environment that can help induce or discourage certain behaviors
incentive types
+: drive us to do something
-: repel us from doing something
behaviors most strongly motivated when
there are phys needs, strong + incentives and a lack of - incentives
Abraham Maslow sought to explain
human behavior by creating a heirarchy of needs
base of pyramid
physiological needs or basic needs needed to sutain human life
need to maintain homeostasis (obtain food, water and oxygen, elimintae waste, regulate internal temp, rest, engage in activity, reproduce)
after basic needs are met
safety needs
need to feel safe and protected, establish routine and familiarity, feel like the world is organized and predictable
after safety needs are met
love and belongingness
need to receive and give love, affection, and trust; need to be a part of a group or community; avoid loneliness
after belongingness is acheived
esteem needs
nedd to acheive self esteem and independence; eeds to receive esteem and respect from others
after esteem is established
self actualization
need to realize oneès full potential and find menaing beyond oneès self
pyramid sugests
not all needs are created equally, some needs take priority over others
ex of the priority of needs food porblems
an indiviudal who is struggling every day to work to put food on the table will plae higher value on meeting physiological needs than on fulfilling a cognitive need for belongingness by joining a community organization
heirarchy is arbirtrary
comes from western emphasis on inividuality and some individuals show the ablity to reorganize these otives for ex hunger strikes
advatages to Maslow heirarchy of needs
the inclusion of high level needs such as self actualization and the need for recognition and respect from others can also explain behavviors that the drive theory and the incentive theory cannot
physiological homeostasis and detection
for many phys processes it is theorized that our bodies have a set point or a sweet spot at which things are in homeostasis
bodies have mechanisms which detect devations from the set oint and stimulating us to react either internally or behaviorally to regain the set point
responses to body temp variations , fluid intake, weight variations and sexual stimulation are regulated to a large extent by bio processes
regulating body temp
important to surviavl because it affects protein function, cellular membranes and like
small elevations in body temp can result in heat stroke
hypo
primary control center for detecting changes in temp and receives input from skin receptors
response to cold
when hypo determines the body is cold, i causes vasoconstriction and shivering
response to heat
when hypo dets that body is hot, it causes vasodilation and sweating
behavior response to heat
by stretching out to maximize surface area and shedding layers of clothing
behavior response to cold
curling inward, snuggling up and adding layers of clothing
summary: internal response when body temp falls
internal response: vasococnstriction ( conserves heat)
shivering ( generates heat)
summary: external response when body temp falls
curling in snugglng seeking warmth, adding layers
summary: end result to internal and external response when body temp falls
heat is retained and normal body temperature is reached once again
summary: internal response when body temp rises
vasodilation ( heat loss) and sweating ( heat lost as sweat evaporates
summary: external response when body temp rises
stretching out, seeking shade, shedding layers
summary: end result to internal and external response when body temp rises
heat is lost to environment and normal body temp
monitoring fluid levels includes
intakes of fluids as well as excretion
intake of fluids is stimulated by
speciaized osmoreceptors in the brain that detect dehydration
omoreceptors
communicate with pituitary gland to stiimulate the release of antidiuretic horone ( ADH)
ADH communicates
with the kidneys to reduce urine production by reclaiming water
when blood volume is low
including when one is losing a significant amount of blood, hunger for sodium is stimulated to increase concentration of salt in bloodd and thirst to replace the lost fluuid
excess fluid management
thru urination and sweating
hunger regulates
the intake of nutrients in to the body
hunger is controlled by the
hypo , which receives info from the stomach, intestines, liver as well as thru monitoring blood glucose levels
lateral hypo brings
on hunger
ventromedial hypo
depresses hunger
ghrelin
released by the stomach and pancreas, heightens the sensation of hunger
leptin
hormone released by white adipose tissue ( fat) reduces hunger
sex hormones are responsible for
directing the debelopmet of M and F sexual anatomy, activation of sexual behavior
estrogen and testosterone
control sexual drve to a minimal extent in the short term , long term behavior can be guided by sex hormone s
sociocultural factors on Maslow heirarchy
higher levels of Maslow heirarchy , socio likely play large role in motivation
lower levels of Maslowès heirarchy also influenced by sociocultural
ex of sociocultural influence on individuals
how a culture views body weight has an impact on the motivation of its members to reach some desired weight
culture and image Us vs success
US thinner image is idolized on television, poeple can change their eating habits inorder to obtain that desired figure
other culture, being overweight is idolized as a sign sucess and well being so members may strive to gain weight
cutural influence taste
preferences , desire for fatty foods and amount of exercise people get
appetite and mood
feeling depressed, we may crave sweet or starchy foods to help boost neuro serotonin, which has a calming effect
may crave food simply for sensory stimulation when bored or may develop food aversions based on experiences of food poisoning
