Chapter 8: Context, Motivation & Mood

Question 1

regulatory focus

Answer 1

suggest that motivational systems can be focussed either on potential gains or potential losses in the environment

Question 2

approach goals (regulatory focus)

Answer 2

• desirable states that one wants to move towards & achieve

Question 3

avoidance goals (regulatory focus)

Answer 3

• undesirable states that one wants to avoid

Question 4

promotion focus (regulatory focus)

Answer 4

• focus on achievement of desired outcomes & possible gains or non-gains

Question 5

prevention focus (regulatory focus)

Answer 5

• focus on avoidance of undesirable outcomes & possible losses or non-losses

Question 6

regulatory fit

Answer 6

• when one’s method of goal pursuit & regulatory focus match
• reliance on system 2
• makes it easier to use system 2 b/c it frees up cognitive resources
• Mindset fits task = benefits
• Mindset conflicts task = interference

Question 7

Maddox study on regulatory focus/regulatory fit

Answer 7

study
- category A: fluency helps b/c can be described verbally - good for regulatory fit condition
- category C: fluency hurts b/c it cannot be described verbally & using rules = takes longer - good for regulatory mismatch condition

GAIN or LOSS version induced
- gain version = Ps start at 0 & get points when right so they are focused on getting right answers
- loss version = Ps start in bonus & lose points when wrong so they want to avoid mistakes

RESULTS
- promotion focus created a state of regulatory fit which made it more difficult to learn unattainable goal
- prevention focus helps in loss version
- idea that regulatory mismatch would enhance learning for non rule described categories

Question 8

negative moods on cognition

Answer 8

• sadness = reduce motivation & broaden attentional focu

Question 9

angry moods on cogntiion

Answer 9

• narrow attentional focus
• high arousal
• anger associated w fight or flight = hard to focus so you ignore everything else around you

Question 10

positive moods

Answer 10

• increase cognitive flexibility

Question 11

how to study mood

Answer 11

• MIP
• induces mood state then assess cognitive performance

Question 12

MIP study

Answer 12

• sad music makes ppl temporarily sad & then Ps told to recall sad event or memory while listening to music
• study shows it is difficult to induce sad moods into ppl

Question 13

Gasper & Glore mood study

Answer 13

• Ps asked to determine which figure matches target best
• global matches = overall configuration
• local matches = focus on detail

RESULTS
- negative mood = local feature b/c when you are sad you don’t focus on big picture

Question 14

ego depletion

Answer 14

• performing an act of self regulation affects performance on a subsequent executive function task
• making yourself wait = later effect b.c you have depleted ability to use self control
• exerting self control uses large amounts of glucose & replenishing it counteracts ego depletion effects

Question 15

marshmallow test

Answer 15

STUDY
- kids given marshmallow & told they would get another if they waited till researcher came back in & they did not eat it
- kids can wait longer if they are given something else to think about b/c it distracts them
- delay of gratification
- overt distraction = somewhere else to put energy
- cognitive distractions = designed to make child generate their own thoughts & covert cognitive activities while waiting

RESULTS
- no distraction = don’t wait long
- something to think about = wait longer
- reward not in front of them = wait a while