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General Psychology > Emotion & Motivation (Module 4 Ch 11) > Flashcards

Emotion & Motivation (Module 4 Ch 11) Flashcards

Memorize before 11/14

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1
Q

What are Moods? How are they different than Emotions?

A

Changes in affect that fluctuate throughout the day/week
Last longer than emotions, not reactions like emotions are, can influence the emotions we feel (but not the other way around)

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2
Q

Nonverbal Leakage

A

When we are deliberately trying to hide or suppress our emotions, but unintentional nonverbal cues give away our feelings anyway

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3
Q

Affective Forecasting

A

Our (in)ability to predict how we’re going to feel in the future

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4
Q

Hedonic Treadmill

A

Seeking out more positive experiences after just experiencing one, because we constantly want to be in a positive state

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5
Q

Motivation

A

The urge to move towards one’s goals and accomplish tasks

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6
Q

Self-Determination Theory

A

Feeling motivated in order to fulfill our needs in:
Competence - feeling successful
Autonomy - feeling we can make decisions for ourselves
Relatedness - feeling connected to others

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7
Q

Instinct/Evolutionary Theory of Motivation

A

Instincts and motivations are complex behaviors with a fixed pattern that has been passed down to us through evolution (meaning it would be similar across cultures)

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8
Q

Drive-Reduction Theory of Motivation

A

If a drive (biological desire or necessity, typically internal) is thrown out of balance, we are motivated to bring it back into homeostasis/the set point
Ex: hunger and thirst

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9
Q

Incentive

A

Rewards (typically external) that we receive for engaging in a specific behavior

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10
Q

Arousal

A

Focus, attention, and awareness
Too low = boredom = desire to increase it via entertainment
Too high = anxiety

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11
Q

Yerkes-Dodson Law

A

The optimal level of arousal (that leads to optimal performance) is in the middle, though it can differ slightly depending on the task

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12
Q

Maslow’s Hierarchy of Needs

A

You must fulfill the lower levels in order to ascend to higher ones:
Physiological, Safety, Love/Belonging, Esteem/Self-Perception, Self-Actualization, Self-Transcendence

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13
Q

Self-Actualization vs Self-Transcendence

A

Fulfilling your overall view of your needs (coming to understanding of yourself/realizing your full potential)
VS
Striving to understand others and the world around you

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14
Q

Social Motivations

A

Hedonic - we seek out pleasure and attempt to avoid pain
Approval - we want to be accepted by others
Accuracy - we want to be correct

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15
Q

Hunger Motivation and the Hypothalamus

A

Different parts of it are responsible for different aspects of hunger (one part tells us when we’re full, another tells us to eat)

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16
Q

Glucostatic Theory

A

Specific neurons in our brain are sensitive to the levels of glucose in the fluid/blood around it
If they note a drop in glucose, they send hunger signals

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17
Q

Learned Preferences

A

Food preferences that include taste aversion, cultural differences, and familial differences

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18
Q

What factors influence how much we eat?

A

Palatability (how good it tastes), quantity (given more=eat more), quality, variety, presence of others (eating with others=eat more), stress

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19
Q

How does stress affect hunger?

A

Generally leads to an increase in food consumption because it activates the autonomic nervous system, which consumes a lot of bodily resources that need to be replenished via eating

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20
Q

How does the presence of others influence our eating habits?

A

Eat on average 44% more food when with others because we’re not paying attention to our fullness signals

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21
Q

Sensory-specific Satiety

A

Getting full for a specific type of food, typically after eating it repeatedly
Promotes variety in our diets

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22
Q

Extrinsic Motivation vs Intrinsic Motivation

A

External VS Internal
Internal tends to be more fluid than external

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23
Q

Undermining Effect

A

AKA Overjustification Effect
Behavior starts as intrinsically motivated, but once extrinsic motivation is introduced, it lowers our intrinsic motivation

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24
Q

What are the 4 parts of intrinsic motivation?

A

Challenge (enjoy challenging yourself = more motivation)
Enjoyment (brings joy = more motivation)
Mastery (wanting to feel accomplished or adept at something = more motivation)
Autonomy (feeling more independent = more motivation)

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25
Q

Organizational Support

A

Your perception of how much your workplace supports you in your work and as a person
More support = more motivation

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26
Q

Motivation to Achieve

A

More stable personality trait
Some people like to be high achievers, so they tend to be more focused and organized

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27
Q

Probability of Success

A

Lower likelihood of achieving your goal = less motivation
Maximum motivation occurs at about 70-90% probability of success

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28
Q

Incentive of Success

A

What you get for your achievement
Greater reward = greater motivation

29
Q

Self-discipline

A

Ability to self regulate your own actions
Strong correlation with academic success (even more so than intelligence)

30
Q

Evolutionary Motivation to Belong

A

Humans aren’t the strongest or fastest animals, so our ability to belong to groups is what historically allowed us to thrive and succeed

31
Q

Emotional Benefits of Belonging

A

Strong, close relationships are one of the strongest predictors of happiness

32
Q

Health Benefits of Belonging

A

Strong social support is predictive of longevity and better health outcomes
Groups with less support, such as immigrants, foster kids, and prisoners in solitary confinement are more likely to get sick and take longer to recover

33
Q

Social Media and Belonging

A

Activates our reward pathways
Higher rates of social comparison
Those that spend more time on social media tend to score higher on narcissism scales

34
Q

Cognitive component of Emotions

A

Thought patterns associated with different emotions
Very personal and influenced by culture
Subjective experience of emotion

35
Q

Physiologic component of Emotions

A

What your body does in response to certain emotions
Less influenced by culture
Positive correlated with parasym. and negative correlated with sym.

36
Q

Behavior component of Emotions

A

How we’re likely to behave based off our emotions
Mixed influence of culture

37
Q

Display Rules/Norms

A

Cultural expectations on how to, to whom to, and when to display certain behaviors relating to emotions

38
Q

Valence

A

Is the emotion positive or negative
Negative ones are typically felt more strongly and for longer, and we’re more likely to make decisions based on them

39
Q

Universal Emotions

A

Happiness, sadness, fear, disgust, anger, surprise
The 6 emotions that are expressed and understood in similar ways across cultures, even isolated ones

40
Q

Emotion Families

A

Rather than thinking of emotions as distinct, we think of how they connect to one another

41
Q

Confusion (with Emotions)

A

Emotions can often blend and be felt at the same time, making it difficult to tell them apart
Happiness is the least likely to be confused because it’s the most distinct and positive
Fear often gets confused with anger and surprise

42
Q

Self Conscious Emotions

A

Emotions based on our relations with others

43
Q

Pride

A

A sense of superiority over others
Often felt after accomplishing something
Can be objective or subjective

44
Q

Embarassment

A

When you share too much information or break some sort of cultural rule

45
Q

Envy

A

Wanting what someone else has

46
Q

Discrete Emotions Theory

A

Humans experience a small number of discrete emotions that combine in complex ways

47
Q

External Stimulus

A

The thing you’re reacting to or that causes an emotion

48
Q

Physiological Arousal

A

What your body is doing as it reacts to an emotional stimulus

49
Q

Cognitive Appraisal

A

What your brain is doing as it reacts to an emotional stimulus
The evaluation of a situation and how relevant it is to you

50
Q

James-Lange Theory

A

An external stimulus causes a physiological response, which is then followed by a cognitive appraisal that seeks to understand the response or emotion

51
Q

Canon-Bard Theory

A

An external stimulus causes a physiological response and cognitive appraisal at the same time (but independently of one another)

52
Q

Shacter-Singer Theory

A

An external stimulus causes a physiological response, which is then followed by a conscious effort to identify and label the stimulus itself
Often leads to attributing the emotion to the wrong thing

53
Q

Continuous Theory

A

Emotions are plotted on a matrix which is composed of two spectrums: arousal and pleasure

54
Q

Somatovisceral Afference Model of Emotion (SAME)

A

The stronger, more distinct the physiological response, the easier it is to process the emotion
Disgust has the strongest
Sadness has one of the weakest

55
Q

Amygdala and Emotions

A

Important to the appraisal of a stimulus as emotionally significant
Important to the experience of anger and fear

56
Q

Prefrontal Cortex and Emotions

A

Important to understanding when we should react to different emotional stimuli
Important to self-relevant thinking or self-reflection
Left side deals with more positive
Right side deals with more negative

57
Q

Insula and Emotions

A

Subcortical Structure that is closely related to the quick processing of disgust

58
Q

Emotional Regulation

A

How we respond to and deal with emotions

59
Q

Reappraisal

A

Reconsidering or reevaluating the stimulus that caused the emotional reaction can change said reaction
Is easier in some situations over others

60
Q

Expressive Suppression

A

The conscious, deliberate effort to suppress an outward expression of an emotion
Often don’t succeed due to nonverbal leakage

61
Q

Duchenne Smile

A

A smile that comes from true happiness (kids are bad at faking them)
Creasing around the eyes and relaxed lips with different shape

62
Q

Affective Traits

A

Enduring aspects of our personalities that influence how often we feel particular emotions

63
Q

Broaden-and-Build Model

A

Positive Emotions such as happiness, love, and amusement expand our thinking, enable us to acquire new skills, and enhance our well-being

64
Q

Facial Action Coding Systems (FACS)

A

Method used to describe the observable muscle movements possible in the human face

65
Q

Facial Feedback Hypothesis

A

Sensory feedback from the muscles in the face when making certain expressions affects our emotional experience (in other words, posing your face in a specific way can intensify the emotions associated with it, so smiling can make you feel happier)

66
Q

Neuro-Cultural Theory of Emotion

A

Some aspects of emotion (facial expression, physical changes) are universal while others are not (emotional regulation, appraisal)

67
Q

Emotional Intelligence

A

The ability to recognize emotions (personally and in others), empathize/show understanding, and utilize emotional regulation skills

68
Q

Socioemotional Learning

A

Strategies used by schools for teaching kids emotional regulation skills (with the goal of reducing maladaptive behavior and increasing academic performance)

General Psychology (12 decks)

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