Emotion and Motivation Flashcards

Question

Schachter’s (1964) ‘Two-Factor’ theory of emotion

Answer 1

–Emotions occur when we apply a particular label to general physiological arousal. –Choice of label is a process of attribution, deciding on the source of arousal. • Experience of emotion therefore depends on 2 factors: autonomic arousal and cognitive interpretation. • Type of emotion experienced depends on your interpretation of the arousal

Answer 2

The experiment suggested that those participants who had no way to interpret their reaction to the injection began feeling and acting the way they had been prompted. • This supports Schachter and Singer's theory that the body reacts in physically similar ways even though different emotions are being experienced. It also suggests that we interpret our emotions according to the behavior of those around us

Answer 3

The participants in group 1 and 2 who didn't receive accurate information about the effects of the injection tended to imitate the behaviors of the confederates. • The participants in group 3 who were told the truth and the members of the control group were uninfluenced by the behavior of the confederates.

Answer 4

Aim: • To show that similar bodily response can be labeled differently, depending on a person's situation Method: • 1/2 the participants received an adrenaline injection and 1/2 received a placebo that had no effect on behavior • Participants who received adrenaline were subdivided into 3 groups. • Group 1 was told nothing about the side effects of the adrenaline. • Group 2 was told that the substance would cause itching and numbness and • group 3 was told that the injection would increase the activity of their nervous system (truth). Then the participants were taken to a room and told to wait in pairs. The participants didn't know that they were paired with a confederate who was "in" on the experiment. The confederates acted very strangely and unusual

Answer 5

* It is the mental process of assigning causes to events. * In emotion, the process of attributing arousal to a particular source. Facial feedback hypothesis: • The sensations from facial expressions help define what emotion a person feels

Answer 6

• EQ is the ability to consciously make your emotions work for you in a wide variety of life circumstances. • Important elements of emotional intelligence include: • self-awareness, empathy, an ability to manage emotions, understanding emotion, and knowing how to use emotions to enhance thinking, decision-making, and relationships. • Positive emotions are valuable because they tend to broaden our focus and they encourage personal growth and social connection.

Answer 7

``` Various responses • Denial of feelings • “there’s no reason to be so upset..” • The philosophical approach • “Look life is like that. Things don’t always turn out the way we want • Advice • “You know what I think you should do? ``` * Questions * “What exactly happened that made you forget?” * Defense of the other person * “I understand why your boss responded the way he did.” * Pity * “Oh you poor thing I feel so sorry for you, I could just cry" Empathetic response • An attempt to tune into the feelings of another • “Boy, that sounds like a rough experience”

Answer 8

• An internal state that activates and gives direction to our thoughts, feelings, and actions. To be moved to action. • The dynamics of behavior — the ways in which our actions are initiated, sustained, directed, and terminated (Franken, 2007). • Motive – specific need or desire that arouses an organism and directs its behavior towards a goal (hungry – seek food) • Emotions also activate and affect behavior.

Answer 9

• Dimensions of motivation: • We are not necessarily aware of the reasons for our actions • In everyday behavior, we sometimes know precisely why we choose to act in a particular way • We may sometimes act without thinking, but afterward we are able to trace back the reasons for acting. • Psychoanalytic theory purports that sometimes our reasons for acting remain hidden from ourselves The reasons for one’s actions may be intrinsic (motivated by internal psychophysiological states, e.g. hunger) or extrinsic (external factors in the environment, e.g. money)

Answer 10

• Begins with a need (internal deficiency) • Need causes a drive (energized motivational state) to develop • Drive activates a response (action/ series of actions) • …designed to attain a goal (target of motivated behavior) which results in need reduction. • Influenced by external stimuli as well as internal needs. Eg Incentives may override needs

Answer 11

1. Primary motives 2. Stimulus motives 3. Secondary motives

Answer 12

• Biological • Survival needs • Most important are hunger, thirst, pain avoidance, and needs for air, sleep, elimination of wastes, and regulation of body temperature. • Biological motives are innate/instincts • They maintain homeostasis • Homeostasis • The body remains a steady state of physiological equilibrium. Any deviation from equilibrium results in automatic reactions to restore equilibrium.

Answer 13

Drive for Stimulation • Reflects need for information, exploration, manipulation, and sensory input. • Present in infancy • Examples include activity, curiosity, exploration, manipulation, and physical contact.

Answer 14

are based on learned needs, drives, and goals. Learned motives help explain many human activities, such as making music, creating a web page, or trying to win the • skateboarding finals in the X Games. Many secondary motives are related to learned needs for power, affiliation (the need to be with others), approval, status, security, and achievement. Fear and aggression also appear to be greatly affected by learning.

Answer 15

Arousal Theory • We try to keep arousal at an optimal level • Individuals have characteristic levels of arousal – determined by the characteristic ratio between the level of sympathetic activity and parasympathetic the activity of our autonomic immune system. • When we are understimulated, the level of arousal drops below our characteristic level of arousal and when we are overstimulated it rises above our characteristic level of arousal. • Some individuals need highly stimulating environments (stimulation seekers) while others prefer serene, calm circumstances

Answer 16

This law dictates that performance increases with physiological or mental arousal, but only up to a point. • When levels of arousal become too high, performance decreases. • This process is often illustrated graphically as a bell-shaped curve which increases and then decreases with higher levels of arousal.

Answer 17

Inadequate stimulation --> Got juices going so, inspired --> Overload = Paralyzed / unproductive

Answer 18

• Opponent-Process Theory: if a stimulus causes a strong emotion, eg fear, an opposite emotion tends to occur when the stimulus ends, eg relief/pleasure. • Social Motives: success, achievement, competition, money, possessions, status, love, approval, grades, dominance, power, or belonging to group. – Acquired through socialization and cultural conditioning.

Answer 19

Need for achievement: strive to do well any time they are evaluated. • Need for power: a desire to have impact or control over others. People with strong needs for power want their importance to be visible. • Personal cognitive factors such as self-determination, curiosity and challenge. • Self-confidence affects motivation by influencing the challenges you will undertake, the effort you will make, and how long you will persist when things don’t go well

Answer 20

• Intrinsic motivation occurs when we do something because we see it as inherently interesting or enjoyable or an opportunity to explore, learn, and actualize our potential. • People are more likely to be creative when they are intrinsically motivated. • Work quality is influenced by personal interest and freedom of choice

Answer 21

Extrinsic motivation stems from external factors, such as pay, grades, rewards, obligations, and approval. Most of the activities we think of as “work” are extrinsically rewarded. • Although internal motivation often results in improved performance, creativity and self-esteem, highly successful individuals seem to be both intrinsically and extrinsically motivated (emphasize personal effort but also often highly competitive)

Answer 22

• Examples: • A student who does his homework only because he fears parental sanctions for not doing it is extrinsically motivated because he is doing the work in order to attain the separable outcome of avoiding sanctions. • A student who does the work because she personally believes it is valuable for her chosen career is also extrinsically motivated because she too is doing it for its instrumental value rather than because she finds it interesting

Answer 23

• Needs are prioritized - Higher motivations can come into play only when the basic needs have been satisfied. • Maslow believed that all humans have an inherent need to actualize themselves but that in order to achieve that a number of other needs have to be fulfilled.

Answer 24

Self-actualization as expressed through meta-needs: Wholeness, perfection, completion, justice, richness, simplicity, aliveness, beauty, goodness, uniqueness, playfulness, truth, autonomy, meaningfulness

Answer 25

- Esteem and self-esteem - Love and belonging - Safety and security - Physiology needs

Answer 26

1. Self- actualization 2. Esteem and self-esteem 3. Love and belonging 4. Safety and security 5. Physiological needs: air, food, water, sex, sleep, e.t.c