Emotion & Motivation (Module 4 Ch 11) Flashcards
Memorize before 11/14
What are Moods? How are they different than Emotions?
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)
Nonverbal Leakage
When we are deliberately trying to hide or suppress our emotions, but unintentional nonverbal cues give away our feelings anyway
Affective Forecasting
Our (in)ability to predict how we’re going to feel in the future
Hedonic Treadmill
Seeking out more positive experiences after just experiencing one, because we constantly want to be in a positive state
Motivation
The urge to move towards one’s goals and accomplish tasks
Self-Determination Theory
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
Instinct/Evolutionary Theory of Motivation
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)
Drive-Reduction Theory of Motivation
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
Incentive
Rewards (typically external) that we receive for engaging in a specific behavior
Arousal
Focus, attention, and awareness
Too low = boredom = desire to increase it via entertainment
Too high = anxiety
Yerkes-Dodson Law
The optimal level of arousal (that leads to optimal performance) is in the middle, though it can differ slightly depending on the task
Maslow’s Hierarchy of Needs
You must fulfill the lower levels in order to ascend to higher ones:
Physiological, Safety, Love/Belonging, Esteem/Self-Perception, Self-Actualization, Self-Transcendence
Self-Actualization vs Self-Transcendence
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
Social Motivations
Hedonic - we seek out pleasure and attempt to avoid pain
Approval - we want to be accepted by others
Accuracy - we want to be correct
Hunger Motivation and the Hypothalamus
Different parts of it are responsible for different aspects of hunger (one part tells us when we’re full, another tells us to eat)
Glucostatic Theory
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
Learned Preferences
Food preferences that include taste aversion, cultural differences, and familial differences
What factors influence how much we eat?
Palatability (how good it tastes), quantity (given more=eat more), quality, variety, presence of others (eating with others=eat more), stress
How does stress affect hunger?
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
How does the presence of others influence our eating habits?
Eat on average 44% more food when with others because we’re not paying attention to our fullness signals
Sensory-specific Satiety
Getting full for a specific type of food, typically after eating it repeatedly
Promotes variety in our diets
Extrinsic Motivation vs Intrinsic Motivation
External VS Internal
Internal tends to be more fluid than external
Undermining Effect
AKA Overjustification Effect
Behavior starts as intrinsically motivated, but once extrinsic motivation is introduced, it lowers our intrinsic motivation
What are the 4 parts of intrinsic motivation?
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)
Organizational Support
Your perception of how much your workplace supports you in your work and as a person
More support = more motivation
Motivation to Achieve
More stable personality trait
Some people like to be high achievers, so they tend to be more focused and organized
Probability of Success
Lower likelihood of achieving your goal = less motivation
Maximum motivation occurs at about 70-90% probability of success
Incentive of Success
What you get for your achievement
Greater reward = greater motivation
Self-discipline
Ability to self regulate your own actions
Strong correlation with academic success (even more so than intelligence)
Evolutionary Motivation to Belong
Humans aren’t the strongest or fastest animals, so our ability to belong to groups is what historically allowed us to thrive and succeed
Emotional Benefits of Belonging
Strong, close relationships are one of the strongest predictors of happiness
Health Benefits of Belonging
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
Social Media and Belonging
Activates our reward pathways
Higher rates of social comparison
Those that spend more time on social media tend to score higher on narcissism scales
Cognitive component of Emotions
Thought patterns associated with different emotions
Very personal and influenced by culture
Subjective experience of emotion
Physiologic component of Emotions
What your body does in response to certain emotions
Less influenced by culture
Positive correlated with parasym. and negative correlated with sym.
Behavior component of Emotions
How we’re likely to behave based off our emotions
Mixed influence of culture
Display Rules/Norms
Cultural expectations on how to, to whom to, and when to display certain behaviors relating to emotions
Valence
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
Universal Emotions
Happiness, sadness, fear, disgust, anger, surprise
The 6 emotions that are expressed and understood in similar ways across cultures, even isolated ones
Emotion Families
Rather than thinking of emotions as distinct, we think of how they connect to one another
Confusion (with Emotions)
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
Self Conscious Emotions
Emotions based on our relations with others
Pride
A sense of superiority over others
Often felt after accomplishing something
Can be objective or subjective
Embarassment
When you share too much information or break some sort of cultural rule
Envy
Wanting what someone else has
Discrete Emotions Theory
Humans experience a small number of discrete emotions that combine in complex ways
External Stimulus
The thing you’re reacting to or that causes an emotion
Physiological Arousal
What your body is doing as it reacts to an emotional stimulus
Cognitive Appraisal
What your brain is doing as it reacts to an emotional stimulus
The evaluation of a situation and how relevant it is to you
James-Lange Theory
An external stimulus causes a physiological response, which is then followed by a cognitive appraisal that seeks to understand the response or emotion
Canon-Bard Theory
An external stimulus causes a physiological response and cognitive appraisal at the same time (but independently of one another)
Shacter-Singer Theory
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
Continuous Theory
Emotions are plotted on a matrix which is composed of two spectrums: arousal and pleasure
Somatovisceral Afference Model of Emotion (SAME)
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
Amygdala and Emotions
Important to the appraisal of a stimulus as emotionally significant
Important to the experience of anger and fear
Prefrontal Cortex and Emotions
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
Insula and Emotions
Subcortical Structure that is closely related to the quick processing of disgust
Emotional Regulation
How we respond to and deal with emotions
Reappraisal
Reconsidering or reevaluating the stimulus that caused the emotional reaction can change said reaction
Is easier in some situations over others
Expressive Suppression
The conscious, deliberate effort to suppress an outward expression of an emotion
Often don’t succeed due to nonverbal leakage
Duchenne Smile
A smile that comes from true happiness (kids are bad at faking them)
Creasing around the eyes and relaxed lips with different shape
Affective Traits
Enduring aspects of our personalities that influence how often we feel particular emotions
Broaden-and-Build Model
Positive Emotions such as happiness, love, and amusement expand our thinking, enable us to acquire new skills, and enhance our well-being
Facial Action Coding Systems (FACS)
Method used to describe the observable muscle movements possible in the human face
Facial Feedback Hypothesis
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)
Neuro-Cultural Theory of Emotion
Some aspects of emotion (facial expression, physical changes) are universal while others are not (emotional regulation, appraisal)
Emotional Intelligence
The ability to recognize emotions (personally and in others), empathize/show understanding, and utilize emotional regulation skills
Socioemotional Learning
Strategies used by schools for teaching kids emotional regulation skills (with the goal of reducing maladaptive behavior and increasing academic performance)
