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PS102 > Chapter 11 > Flashcards

Chapter 11 Flashcards

1
Q

motivation

A

process that influences, guides, and maintains goal-directed behaviors

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2
Q

biological motives

A

hunger, thirst, sex, temperature, sleep

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3
Q

social motives

A

achievement, autonomy, nurturance etc

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4
Q

5 major theories of motivation

A

1.) instinct theory
2.) drive reduction theory
3.) arousal theory
4.) incentive theory
5.) hierarchy of needs

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5
Q

instinct theory

A
  • behaviour is motivated by inborn instincts and are activated by environmental stimuli
  • people are motivated to engage in behaviours that promote survival
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6
Q

drive reduction theory

A
  • motivated by need to maintain the body in a state of balance or equilibrium
  • physiological disruptions to homeostasis produce drives to behave in a certain way
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7
Q

arousal theory

A
  • says that we are motivated to pursue an optimum level of stimulation/arousal
  • some motivated behaviours increase arousal, others decrease arousal
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8
Q

what does the yerkes-dodson law say?

A
  • says that performance on a task is best when the arousal level is optimal for that specific task
  • Complex = low, Simple = high
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9
Q

incentive theory

A

suggests people are motivated by a drive for incentives and reinforcement

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10
Q

primary incentive

A

rewards or punishments that are natural

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11
Q

secondary incentive

A

stimuli that are viewed as rewarding as a result of learning about their association with other events

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12
Q

extrinsic motivation

A

performing an activity to obtain an external reward or avoid punishment

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13
Q

intrinsic motivation

A

performing an activity for own sake and satisfaction

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14
Q

maslows heirachy of needs

A

says we are motivated to fill needs from the bottom of the hierarchy before we fill needs higher on the hierarchy
→ physiological –> safety –> belonging and love –> self esteem –> self actualization

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15
Q

set point theory

A
  • the human body tries to maintain its weight/fat mass within a preferred range
  • homeostatic mechanisms alter energy utilization and hunger to return us close to original weigh
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16
Q

signals to start a meal

A
  • liver converts stored nutrients into glucose
  • blood glucose levels are low
  • produce drop-rise pattern in glucose = changes in supply of glucose provide signals that help brain regulate hunger
  • lateral hypothalamus is active
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17
Q

signals to end a meal

A
  • stomach and intestinal distention (swollen)
  • high blood glucose levels
  • cholecystokinin (CCK) and other peptides released by small intestine into bloodstream, travel to brain
  • ventromedial hypothalamus is active
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18
Q

what does leptin do?

A
  • a hormone secreted by fat cells
  • signals to brain to decrease appetite and increase energy expenditure

Hungry = low levels
Full = high levels

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19
Q

lateral hypothalamus (LH) role during eating

A
  • may be involve in stimulating eating (not “hunger on” center)
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20
Q

role of ventromedial hypothalamus (VMH) during eating

A
  • may influence stopping eating (not a ‘hunger off’ center)
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21
Q

role of paraventricular nucleus (PVN)

A
  • various neurotransmitters
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22
Q

what are the psychological aspects of hunger?

A
  • eating is positively reinforced by good tastes and negatively reinforced by hunger reduction
    – expectations that eating will be pleasurable and will reduce hunger stimulate eating
    – beliefs, memories, and attitudes about food can also affect eating
  • pressure for thinness
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23
Q

environmental factors affecting eating

A
  • food variety
    – smell and sight of food (classically conditioned)
    – presence of others
    – familiarity of food (tastes can be culturally specific)
    – stress
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24
Q

environmental influences on obesity

A
  • inexpensive, tasty foods high in fat and/or carbohydrates
  • supersizing due to cultural value of getting best value
  • decreased daily activity due to technological advances
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25
Q

genetic influence on obesity

A
  • influence basal metabolism
  • influence tendency to store energy as fat or lean tissue
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26
Q

anorexia nervosa

A

when individuals under-eat and have a distorted body image of being overweight
→ 1 in 300 young women in Canada

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27
Q

bulimia nervosa

A

when individuals binge and then engage in purging-type behaviour
→ 1 in 100 young women in Canada

28
Q

sexual motivations

A
  • desire to reproduce
  • obtain and give sensual pleasure
  • express love and intimacy
  • fulfill ‘duty’
  • conform to peer pressure
29
Q

four stages of sex

A

1.) Excitement = vasocongestion – blood flow increases to genitals
2.) Plateau = ncrease in vasocongestion, heart rate, respiration, muscle tension
3.) orgasm = rhythmic contractions
4.) resolution = genital organs return to normal, males enter refractory period, females may orgasm more

30
Q

role of hypothalamus during sexual intercourse

A

hypothalamus controls pituitary gland = regulates secretions of gonadotropins = affect secretion of androgens and estrogens

31
Q

what is functioning during the excitement phase?

A
  • hypothalamus
  • amygdala
  • prefrontal cortex
  • striatum
  • ventral tegmental area
32
Q

what is functioning duirng orgasm phase?

A

cerebellum and ventral tegmental area

33
Q

what are the organizational effects of hormones?

A
  • development of male/female sex characteristics
  • embryonic development
  • at about 8 weeks, development of testes = male; if not, female (the default gender)
34
Q

what are the activational effects of hormones?

A
  • sexual desire and behaviour (influence by androgens)
  • begin at puberty
35
Q

different of sexual behaviour between men and women

A
  • men reach orgasm more consistently than women
  • men have an increased desire for a variety of sexual partners
  • women have an increased desire for males with financial prospects
36
Q

parental investment theory

A

suggests that differences in mate preferences are due
to gender differences in parental investment

37
Q

fantasy

A

Is a connection between mental processes and physiological functioning

38
Q

desire

A
  • sexual stimulus perceived positively
  • negative influences: stress, fatigue, anger, performance anxiet
39
Q

effects of culture on sex

A

→ Culture shapes the expression of sexuality
→ Psychological meaning of sex depends on cultural contexts
→ Cultural norms affect sexual practices and techniques

40
Q

environmental stimuli for sexual arousal

A
  • touch, watching partner undress, erotic stories
  • pornography, sexual violence, attitudes
41
Q

effects of pornography: social learning theory predictions

A
  • learn through observation
  • coercion and domination are acceptable
  • viewers should become sexually aggressive
42
Q

effects of pornography: catharsis learning theory predictions

A
  • freudian concepts inborn aggression
  • viewing pornography provides ‘safe’ outlet
  • research does not support either theory
43
Q

sexual orientation

A

→ A person’s preference for emotional and sexual relationships with a partner of the same or opposite sex
→ On a continuum = Heterosexual – bisexual – homosexual

44
Q

why are people motivated to succeed?

A
  • motive for success
  • fear of failure
  • situational factors
  • family influences
  • cultural influences
45
Q

mastery goals

A
  • intrinsic motivation
  • desire to master tasks and learn knowledge and skills
46
Q

performance-approach goals

A

desire to be judged favorably compared to others

47
Q

performance-avoidance goals

A
  • desire to avoid negative judgments
  • fear of failure and performance avoidance goals impairs performance
48
Q

traits of high need achievers

A
  • ambitious
  • persist longer at difficult task
  • perform best when conditions are challenging
49
Q

what perceptions cause us to strive hard for success?

A
  • responsible for outcome
  • risk of not succeeding
  • potential feedback
50
Q

family influences on achievement and motivation

A

1.) causes high need for achievement
→encourage and reward achievement = don’t punish failure
2.) causes fear of failure
→achievement taken for granted = failure is punished

51
Q

why do people work?

A
  • money
  • personal accomplishment
  • mastery and growth
  • satisfying interpersonal relationships
52
Q

emotions

A

positive and negative feelings that involve a pattern of cognitive, physiological, and behavioural reactions to events

53
Q

what is the link between motivation and emotion?

A
  • react emotionally when goals and motives are gratified, threatened, or frustrated
  • strong reaction to important goals
54
Q

features common to all emotions

A

1.) cognitive component → Subjective conscious experience
2.) physiological component → Bodily (autonomic) arousal
3.) Behavioural component → Characteristic overt expressions

55
Q

adaptive value of negative emotions

A

narrow attention, increased psychological activation

56
Q

adaptive value of positive emotions

A

broaden thinking, causes exploration and skill learning

57
Q

cognitive component of emotion

A
  • how the belief system, thinking, and knowledge affect one’s emotions
  • interpretations and meanings attached to sensory stimuli
58
Q

physiological component of emotion

A
  • interactions between cortical and subcortical structures (hypothalamus, amygdala, hippocampus)
  • thalamus sends sensory input along two independent neural pathways (one directly to amygdala, one to cerebral cortex)
  • emotions accompanied by sympathetic autonomic nervous system (ANS) then by parasympathetic ANS activation
59
Q

behavioural component of emotion

A
  • expressive behaviours (observe and infer emotions of others)
60
Q

what are the fundamental emotional patterns?

A
  • expression of certain emotions is similar across variety of cultures
  • children blind from birth express basic emotions as sighted children do
61
Q

James Lange theory of emotion

A
  • somatic theory of emotion
  • body informs mind
  • physiological reactions determine emotions
62
Q

Cannon-Bard theory of emotion

A

-cognition is invovled
- stimuli to thalmus to cortex to emotion

63
Q

schacter theory of emotion

A
  • look to external cues to decide how we feel
  • physiological arousal = how strongly we feel
  • labeling what we feel
64
Q

what is said about James Lange theory and people with spinal cord injuries?

A
  • James-Lange says feedback from the body’s reactions to eliciting stimuli is critical to emotional experience
  • People with spinal cord injuries support idea that feedback from the body is NOT necessary for emotional experience
65
Q

facial feedback hypothesis

A
  • muscular feedback to the brain plays a key role in emotional experience
  • vascular theory of emotional feedback= tensing facial muscles alters temperature of blood flow (Cooling = positive affect, Warm = negative affect)

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