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PSY3230: Emotion and Motivation > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q
  • appraisal
A

cognitive evaluation of what a stimulus or situation means for one’s goals, concerns, and well-being

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2
Q
  • autonomy
A

core motive to self-direct one’s own behavior and feel in control of one’s life

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3
Q
  • basic/discrete emotions
A

categories of emotional experience, such as fear, anger, and sadness, thought to have evolved in response to specific kinds of threats and opportunities faced by human ancestors

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4
Q
  • circumplex model
A

a model in which emotional feelings form a circle; emotions close to each - other on the circle are similar or likely to be experienced at the same time (p. 18)

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5
Q

competence

A

core motive to apply one’s skills to have an impact on the world, to feel capable of handling the demands of the world

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6
Q
  • component process model
A

the idea that emotions reflect the intersection of several appraisal dimensions that can be combined in different ways

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7
Q
  • construct
A

the underlying psychological phenomenon (process, ability, event) a researcher is aiming to measure.

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8
Q
  • core affect
A

a model for describing the feeling aspect of emotion, emphasizing dimensions of pleasantness and arousal

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9
Q
  • drive
A

: a motivational force that arises when a human biological need (e.g., hunger, thirst) is deprived

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10
Q
  • ecological validity
A

: extent to which what happens in a study reflects what really happens in everyday life

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11
Q
  • electroencephalography (EEG)
A

method in which a researcher attaches electrodes to someone’s scalp and measures momentary changes in the electrical activity under each electrode

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12
Q
  • evaluative space model
A

: a model of attitudes, proposing that evaluations of some target’s goodness and badness are independent rather than opposites

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13
Q
  • experience sampling
A

research method in which participants are asked to report on their experience at random intervals throughout the day

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14
Q
  • extrinsic motivation
A

motivation sourced from external incentives and threat of punishment - rather than internal forces

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15
Q
  • functional magnetic resonance imaging (fMRI
A

research method that measures brain activity based on changes in oxygen uptake from the blood

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16
Q
  • hedonism
A

the tendency of human beings (and other organisms) to approach pleasure/reward and avoid pain/punishment

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17
Q
  • hormones
A

molecules that carry instructions from the brain to other bodily organs by way of the blood supply

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18
Q
  • incentives
A

stimuli in the environment that motivate one to engage in a behavior

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19
Q
  • intrinsic motivation:
A

motivation that springs from internal needs, forces, and desires rather than incentives or threat of punishment (p. 5)

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20
Q
  • identified regulation:
A

motivation based on behavior feeling like it is part of one’s identity

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21
Q
  • -integrated regulation:
A

motivation that began with rewards and punishments but is transitioning to a more internalized appreciation of this behavior (p. 6)

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22
Q
  • introjected regulation
A

motivation based on awareness of societal norms regarding this behavior and wish to avoid internal feelings of shame or embarrassment that might arise if you didn’t behave in concordance with these norms

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23
Q
  • James–Lange theory
A

view that emotions (especially the feeling aspects of emotions) are the labels we give to the way the body reacts to certain situations

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24
Q
  • mood
A

a diffuse, longer-lasting affective state of being not tied to a particular stimulus (p. 21)

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25
Q
  • motivation
A

the energy and direction underpinning human behavior and choice (p. 5)
- parasympathetic nervous system: branch of the nervous system that conserves energy for later - use and facilitating digestion, growth, and reproduction

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26
Q
  • priming:
A

experimental technique in which mental representations are called to mind (p. 34)

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27
Q
  • psychological construction:
A

process by which people develop mental concepts linking different aspects of emotion to each other and to eliciting situations; an alternate explanation for the emotion categories used in basic/discrete emotion theory

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28
Q
  • regulatory focus theory
A

view that it is important to consider whether a motivation is focused on promoting a desired end state or preventing an undesired end state (p. 8)

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29
Q
  • relatedness
A

: core motive to be meaningfully socially engaged with other humans

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30
Q
  • reliability
A

: the repeatability of the results of some measurement, expressed as a correlation - between one score and another

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31
Q
  • self-determination theory:
A

view that human beings are intrinsically motivated to determine their own lives, shaped by the core needs of autonomy, competence, and relatedness (p. 6)

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32
Q
  • sympathetic nervous system
A

the fight–flight branch of the autonomic nervous system that readies the body for intense physical activity

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33
Q
  • validity:
A

whether a test measures what it claims to measure (p. 36)

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34
Q
  • will:
A

the ability to freely make decisions and choices (p. 11)

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35
Q
  • adaptation:
A

a beneficial, genetically based characteristic that has become species-typical as a result of natural selection (p. 49)

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36
Q
  • affect infusion model
A

a theoretical model explaining several ways in which affective valence influences judgment and decision-making

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37
Q
  • byproduct
A

: a genetically based characteristic that is neutral, but is the result of a mutation that also causes some beneficial trait and becomes species-typical as that mutation spreads through the population

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38
Q
  • drive:
A

mechanisms underlying the motivating force of biological needs such as hunger and thirst; when these needs are deprived, the organism experiences a state of arousal (energy) to satiate the need (direction)

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39
Q
  • emotional response coherence:
A

the extent to which self-reports of emotion predict physiological changes and simple behaviors like facial expressions

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40
Q
  • environment of evolutionary adaptedness (EEA
A

): the time and place in the past when an adaptation spread through the population as a result of natural selection

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41
Q
  • flow
A

a psychological state encompassing positive emotions, attentional focus, and a sense of being one with the activity that seems to occur when someone is applying all of their skills to the challenge at hand

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42
Q
  • homeostasis
A

the body’s tendency to maintain a stable internal equilibrium

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43
Q
  • intrapersonal functions of emotion
A

: ways in which emotions directly benefit the reproductive fitness of the individual experiencing the emotion

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44
Q
  • instincts
A

innate patterns of approach or avoidance behavior

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45
Q
  • natural selection
A

: the process by which problematic genetic mutations are removed from the population, whereas beneficial mutations spread through the population, because of the mutation’s effect on reproduction (

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46
Q
  • phylogeny:
A

description of relationships among different species (or in this case, emotions) in terms of shared evolutionary history and branching from a common ancestor (p. 73)

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47
Q
  • post hoc theorizing
A

generating a theoretical explanation for information that is already known, rather than using the theory to generate a new hypothesis in advance

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48
Q
  • self-determination theory:
A

theory that human beings are motivated to determine themselves, primarily by satisfying needs for autonomy, competence, and relatedness

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49
Q
  • social functions of emotion
A

ways in which emotions support committed, interdependent, and complex relationships among people that in turn help us to survive and pass on our genes

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50
Q
  • superordinate neural program:
A

a hypothesized neural “program” that coordinates the activities of many smaller programs, activating those that will be useful for the function of the program and inhibiting those that will interfere

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51
Q

amae:

A

Japanese term describing the feeling of pleasurable dependence on another person, like the feeling an infant has toward its mother

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52
Q

bicultural:

A

an individual with the ability to alternate between membership in one culture and membership in another

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53
Q

display rules

A

a cultural group’s rules about when and with whom it is appropriate to display certain kinds of emotional expressions

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54
Q

colexification

A

combination of concepts captured by separate words in one language into a single word in another language

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55
Q

collectivism

A

prioritizing the group over the individual, valuing group identification, deference, social harmony, and interdependence

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56
Q

culture of honor

A

: a culture in which one’s reputation for strength, self-reliance, pride, personal integrity, and toughness is an important basis for social standing (

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56
Q

cultural priming

A

an experimental manipulation that makes one of a bicultural person’s cultural identities especially salient for a short period of time

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57
Q

culture

A

the meanings, conceptions, and interpretive schemes that are activated by participation in social practices (including language)

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58
Q

dialectical epistemology

A

belief that reality is always changing, that all things are interrelated, and that the same proposition can be both true and false from different perspectives

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59
Q

emotional complexity

A

the simultaneous experience of positive and negative emotions

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60
Q

emotion scripts

A

socially constructed, cultural beliefs that certain events, thoughts, sensations, feelings, and behaviors cluster together in an emotion-like concept

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61
Q

historical heterogeneity:

A

the extent to which a country’s population reflects immigration from a wide range of other geographical regions over the last 500 years

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62
Q

hypercognize

A

to create an elaborate network of associations and distinctions that lead to an increase in the vocabulary for some emotion

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63
Q

hypocognize

A

to fail to give an emotion much cognitive elaboration or detail

63
Q

horizontal society

A

one in which people typically minimize attention to status differences and seldom acknowledge those differences publicly

64
Q

ideal affect

A

the profile of emotions that is considered most desirable; varies from individual to individual and across cultures

65
Q

individualism

A

emphasis on individual uniqueness, personal rights, being true to one’s self, and independence from others

65
Q

social construction of emotion

A

process by which societies create culture-specific ways of thinking about, experiencing, and expressing emotion

65
Q

motivation to pursue happiness

A

the extent of one’s desire and expectation to feel very happy nearly all of the time

66
Q

lexical decision task

A

: a task used to assess concept activation, with many trials in which participants see a prime image followed by a string of letters; they decide as quickly as possible whether or not the letters form a word

66
Q

linear epistemology

A

belief that knowing something means knowing what is constant and unchanging about it, how it differs from other things, and what is true and what is false about it (

67
Q

Sapir–Whorf hypothesis

A

proposal that humans require language to think and therefore we have only those experiences, thoughts, and perceptions for which we have words

68
Q

simpatía

A

a relational value of warmth, compassion, and prioritization of group harmony, strongly emphasized in Latin American culture

69
Q
  • challenge appraisal:
A

a state in which one’s coping resources are appraised as adequate for dealing with the threat posed by a situation; associated with increased cardiac activity, but reduced vascular resistance (p. 132)

69
Q

vertical society

A

one that pays particular attention to the social hierarchy and encourages emotions and behaviors that respect status differences

69
Q

socioecological perspective

A

a theoretical perspective proposing that cultural characteristics can be explained, at least in part, by features of the local physical and social environment

70
Q

within-subjects design

A

an experimental design in which each subject participates in multiple conditions, rather than just one; analyses compare performance of the same subjects across these conditions

70
Q
  • appraisal dimensions
A

: a common set of questions used to evaluate the meaning of every stimulus or situation we encounter; appraisal profiles, rather than individual themes, are associated with specific emotions

71
Q
  • cognitive-neoassociationistic (CNA) model of anger:
A

theory that anger and reactive aggression are enhanced by any unpleasant event or aversive condition (p. 144)

72
Q
  • emotion blend:
A

in basic/discrete emotions theory, the simultaneous experience of more than one emotion (p. 128)

72
Q
  • core relational theme:
A

a basic, prototypical type of problem or benefit that people can encounter in their transactions with the environment (p. 126)

72
Q
  • cue reactivity:
A

a conditioned response to objects, places, and other stimuli previously associated with rewards (including addictive substances), such that exposure to these cues evokes craving and appetitive motivation (p. 121)

73
Q
  • distal causes:
A

causes of some event that are removed in terms of time or process; in the cases of emotion and motivation, these include evolutionary, cultural, and other causes that explain why humans have the capacity for experiencing a given state

74
Q
  • ghrelin:
A

a peptide hormone produced by the stomach, as well as other parts of the digestive system and structures in the brain, that generally increases feelings of hunger (p. 118)

75
Q
  • leptin:
A

a hormone produced by fat cells that generally reduces feelings of hunger (p.

76
Q
  • mere exposure effect:
A

an effect in which people develop liking or fondness toward targets only because of being exposed to them a large number of times (p. 134)

77
Q
  • primary appraisa
A

l: In Richard Lazarus’s theory, the way in which some event is relevant to the individual’s needs and well-being (p. 129)

78
Q
  • proximal causes:
A

causes of some event that are close in terms of time or process; in the cases of emotion and motivation, these include the immediate reasons why a state was activated in the moment (p. 118)

79
Q
  • rooting reflex:
A

an innate behavioral response crucial for feeding, in which newborn infants turn their head and begin to suck when something gently touches the corner of their mouth

80
Q
  • secondary appraisal
A

: In Lazarus’s theory, the individual’s appraisal of his or her ability to cope with the situation, including who caused the situation, how much control one has over the situation, and the extent to which the situation is expected to change

81
Q
  • threat appraisal
A

: contrasted with challenge; a state in which the threat posed by a situation is appraised as exceeding one’s ability to cope; associated with increased cardiac activity and overall vascular constriction

82
Q
    1. Motivation is defined as a force that provides __________ and __________ to behavior.
A

Energy, Direction

83
Q
    1. In elementary school, Kali only practiced the violin between lessons because her parents put a dollar in her “violin jar” every time she did so. What type of motivation fuels Kali’s behavior at this stage?
      a. Extrinsic
      b. Identified
      c. Introjected
      d. Intrinsic
A

a. Extrinsic

84
Q
    1. Over time, Kali eventually finds that she truly enjoys practicing the violin and finds it fulfilling, and this enjoyment drives her to practice more and more. Kali is now experiencing which type of motivation?
      a. Extrinsic
      b. Identified
      c. Introjected
      d. Intrinsic
A

d. Intrinsic

85
Q
    1. Which of the following include the psychological needs in self-determination theory?
      a. Safety, Career, Self-actualization
      b. Autonomy, Competence, Relatedness
      c. Achievement, Mastery, Purpose
      d. Power, Predictability, Imagination
A

b. Autonomy, Competence, Relatedness
c. Achievement, Mastery, Purpose

86
Q
    1. According to William James’s theory, emotional feelings are:
      a. the direct cause of emotional behavior
      b. completely independent of physiological changes and behavior
      c. internal states that precede a change in behavior
      d. impossible to predict or understand
A

a. the direct cause of emotional behavior

87
Q
    1. The four main aspects of emotion, according to Plutchik and others, are _____, ______, ______, and ______.
A

Appraisal, Feeling, Physiological change and Behavior

88
Q

. The definition of core affect emphasize the _____ aspect of emotion, with two dimensions of ______ and ______.

A

Feeling, Pleasantness and Arousal

89
Q
    1. Which of the following is NOT a main proposition of the basic/discrete emotion theory?
      a. People around the world share the same set of emotion concepts
      b. Each basic/discrete emotion serves a distinct adaptive (evolutionary) function
      c. Babies come into the world with the capacity to experience each of the basic/discrete emotions
      d. There is great variability of emotion concepts across different cultures
A

d. There is great variability of emotion concepts across different cultures

90
Q
    1. Which major theory of emotion would predict that “disgust” has a somewhat different meaning for each individual, even among people sharing the same language?
      a. Basic/discrete emotion theory
      b. The Component Process Model
      c. Psychological Construction Theory
      d. None of the above
A

c. Psychological Construction Theory

91
Q
    1. Which major theory of emotion would describe the emotion of sadness to be the result of appraising a situation as unpleasant, certain, inconsistent with one’s goals, and not controllable?
      a. Basic/discrete emotion theory
      b. The Component Process Model
      c. Psychological Construction Theory
      d. None of the above
A

b. The Component Process Model

92
Q
    1. The words “emotion” and “motivation” are both derived from the Latin word meaning “to move.”
      a. True
      b. False
A

a. True

93
Q
    1. Research on ______ typically emphasizes reactions that are brief in time, whereas research on _____ often studies processes that play out over weeks, months, or even years.
A

Emotion, Motivation

94
Q
    1. ________ is a research technique that collects data from participants over a period of time while they go about living their lives, often by asking them to answer questions periodically on a smartphone, tablet, or pager.
A

Experience sampling

95
Q
  1. According to the theory of natural selection, beneficial characteristics that spread throughout a population are called
    a. Adaptations
    b. Alleles
    c. Emotions
    d. Genes
A

a. Adaptations

95
Q
    1. Which of the following is an important research term meaning that scores on some measure represent what the researcher intends to measure?
      a. Reliability
      b. Comorbidity
      c. Validity
      d. Randomization
A

c. Validity

96
Q
    1. Letitia’s master’s thesis involves recruiting people who have and have not experienced a recent trauma for a research study. She shows both groups emotional versus neutral pictures and investigates whether the two groups activate regions deep within the brain to different extents. Which research technique is Letitia most likely using?
      a. Electroencephalography
      b. Experience sampling
      c. Self-report
      d. Functional magnetic resonance imaging
A

d. Functional magnetic resonance imaging

97
Q
  1. Which of the following is NOT a criteria for a gene-based characteristic to be considered “functional” in an evolutionary sense?
    a. it increases the probability you will survive long enough to reproduce
    b. It is a superior trait across many contexts
    c. It increases the probability that you will have more offspring compared to your peers
    d. It benefits your relatives’ ability to survive and have more offspring
A

b. It is a superior trait across many contexts

98
Q
  1. For human beings, the Environment of Evolutionary Adaptedness was the African savannah, as it existed roughly 50,000 years ago.
    a. True
    b. False
A

a. True

99
Q
  1. When our bodies require basic necessities like food, water, and sleep, we are motivated to change our behaviors to satisfy these needs. These needs, and the associated mechanisms for monitoring for and fulfilling those needs, are known as:
    a. Self-determination theory
    b. Instincts
    c. Drives
    d. Intentions
A

c. Drives

99
Q
  1. Which of the following is NOT an assumption of an argument that emotions are functional adaptations?
    a. Emotions will always suggest the most adaptive response to make in a given situation
    b. Genes supporting emotions provided an evolutionary advantage
    c. Emotions lead to better success surviving, reproducing, and/or taking care of closely related others
    d. Genes related to emotions spread through the process of natural selection
A

a. Emotions will always suggest the most adaptive response to make in a given situation

99
Q
  1. Psychologist Douglas Kenrick and colleagues agree with Abraham Maslow that physiological requirements, safety, and self-esteem are important psychological needs motivating human behavior, but they felt that his theory needed to represent another powerful set of psychological needs. Specifically, they felt that the theory should be expanded to include:
    a. Power and achievement
    b. Mating and parenting
    c. Money and luxury
    d. Autonomy and competence
A

b. Mating and parenting

99
Q
  1. Which of the following is NOT an assumption of an argument that emotions are functional adaptations?
    a. Emotions will always suggest the most adaptive response to make in a given situation
    b. Genes supporting emotions provided an evolutionary advantage
    c. Emotions lead to better success surviving, reproducing, and/or taking care of closely related others
    d. Genes related to emotions spread through the process of natural selection
A

a. Emotions will always suggest the most adaptive response to make in a given situation

100
Q
  1. Which aspect of emotion did Levenson, Ekman, Heider, and Friesen focus on?
    a. Self-report
    b. Brain activation
    c. Physiology
    d. Expression
A

c. Physiology

100
Q
  1. Ayanna finishes an essay and grumps, “Everything about this is terrible. It is terribly written, the ideas are terrible, and I’m definitely going to fail.” Her roommate Teri responds: “You only think that because you are in a bad mood today.” Whether she knows the name of it or not, Teri believes in (the):
    a. Superordinate neural programs
    b. Emotional response coherence
    c. Evaluative space model
    d. Affect infusion model
A

d. Affect infusion model

100
Q
  1. Avoiding a dirty nightclub bathroom (which might have contanimants in it) because you feel disgut is a _____ function of emotion; feeling a rush of positive emotions and desire every time you see your significant other is a ______ function of emotion.
A

Intrapersonal, Social

100
Q
  1. Which theory of emotion is most closely related to the concept of a superordinate neural program?
    a. Basic/discrete emotion theory
    b. The component process model
    c. Psychological construction theory
    d. Core affect theory
A

a. Basic/discrete emotion theory

101
Q
  1. The phylogeny of emotions model would suggest we’d be least likely to share which emotion with other animals and our evolutionary ancestors?
    a. Fear
    b. Nostalgia
    c. Anger
    d. Disgust
A

c. Anger

102
Q
  1. Research on emotional response coherence has suggested that there is higher correlation between difference measures of emotional response (e.g., self-report, physiology) when emotions are:
    a. Negative
    b. Positive
    c. Intense
    d. Low arousal
A

c. Intense

103
Q
  1. Which of the following is NOT a critique of an evolutionary perspective on emotion?
    a. Many evolutionary accounts of emotion take the present moment and explain backward in time, a phenomenon known as “post-hoc theorizing”
    b. Few researchers have the resources to truly test research questions about universality across a wide range of cultures and participants
    c. We cannot run true experiments to test hypotheses about evolution and emotion
    d. It is implausible to think organisms with emotions could have advantages over those without emotion
A

d. It is implausible to think organisms with emotions could have advantages over those without emotion

104
Q
  • Which of the following is NOT included in Richard Shweder’s definition of culture?
    a. Culture consists of the concepts and labels people use to represent and interpret their experience.
    b. Some societies have developed more advanced, sophisticated cultures than others.
    c. Although culture exists in people’s minds, it influences their social behavior.
    d. Culture can be expressed through objects and actions, as well as through language.
A

b. Some societies have developed more advanced, sophisticated cultures than others.

105
Q
    1. While visiting Tahiti, an anthropologist talked with a local friend whose family was away for a long time, and who seemed droppy, lethargic, and sighed a lot. The friend described himself as pe’a pe’a. Which of the following is the best English translation of pe’a pe’a?
      a. Sad or depressed
      b. Sick or fatigued
      c. Bored or uninterested
      d. Annoyed or frustrated
A

b. Sick or fatigued

106
Q
    1. Which of the statements below reflects an individualist worldview, rather than a collectivist worldview?
      a. In making decisions, it’s important that I consider the needs of my family and other loved ones.
      b. Achieving success with a group matters more to me than what I can accomplish alone.
      c. The most important thing is for everyone to do what makes them happy.
      d. In order to understand me, you need to understand my relationships with other people.
A

c. The most important thing is for everyone to do what makes them happy.

106
Q
    1. According to the weaker version of the Sapir-Whorf hypothesis discussed in Chapter 3, people who have no word for a given emotion are less likely to experience that emotion than someone who does have a word for it. Which of the following theories of emotion is MOST aligned with that hypothesis?
      a. Basic/discrete emotions theory
      b. The component process model
      c. Psychological construction theory
      d. All of the above theories are strongly aligned with the Sapir-Whorf hypothesis.
A

c. Psychological construction theory

107
Q
    1. What is emotional complexity, as defined in Chapter 3?
      a. The experience of positive and negative affect at the same time.
      b. The use of a fine-grained, diverse vocabulary to describe one’s feelings.
      c. A state of not knowing how you feel.
      d. Experience of a wide variety of emotions throughout your life.
A

a. The experience of positive and negative affect at the same time.

108
Q
    1. Which of the following statements about ideal affect is INCORRECT, according to research presented in Chapter 3?
      a. People in the United States share the same profiles of ideal affect, regardless of their cultural background.
      b. Around the world, most people say they would like to feel more positive than negative emotion.
      c. People in East Asian cultures, such as China, tend to prefer low-arousal positive affect (e.g., contentment) to high-arousal positive affect (e.g., excitement).
      d. The relationship between motivation to pursue happiness/positive affect and psychological well-being has been found to vary across cultures.
A

a. People in the United States share the same profiles of ideal affect, regardless of their cultural background.

109
Q
    1. In the ______ method, researchers randomly assign participants to tasks that activate one of multiple cultural contexts before having them do the main task in the study, allowing them to experimentally manipulate culture.
      Cultural Priming
A

Cultural Priming

110
Q
    1. Anisa is chatting with her supervisor, who makes a joke. Although Anisa does not actually find the joke funny, she is trying to be pleasant and to make her supervisor feel good, so she laughs anyway. Anisa’s behavior reflects a _____ in which one is expected to laugh at other people’s jokes.
A

display rule

110
Q
    1. Leptin and ghrelin are ________ that influence feelings of hunger and are released by the body based on factors such as blood glucose, fat storage, stomach fullness, and sleep.
A

hormones

111
Q
    1. Which of the following examples describes an appraisal, as defined in Chapter 4?
      a. Jessica’s group project member forgot to submit part of their assignment on time.
      b. As a result, everyone in the group is losing points toward their grade.
      c. Jessica believes that the other member acted disrespectfully toward the rest of their group.
      d. Jessica tries to convince the professor to only take points away from the group member who was responsible for the late submission, and not the other group members.
A

c. Jessica believes that the other member acted disrespectfully toward the rest of their group.

111
Q
    1. The proposal that emotions are elicited by the combination of several appraisals, along dimensions such as novelty, expectedness, certainty, and so forth, is most closely aligned with which major theory of emotion?
      a. Basic/discrete emotions theory
      b. The component process model
      c. Core affect theory
      d. Psychological construction theory
A

b. The component process model

111
Q
  1. Which of the following statements regarding appraisal is FALSE?
    a. Basic/discrete emotion theory and the component process model agree that emotions are directly caused by appraisals.
    b. Appraisals of a situation are either factually correct or incorrect.
    c. Appraisals are interpretations of what some event in the environment means for your own goals.
    d. All of the above are TRUE regarding appraisal.
A

b. Appraisals of a situation are either factually correct or incorrect.

112
Q
    1. Which of the following examples best reflects the core relational theme type of appraisal?
      a. Feeling that an event that just occurred is consistent with your goals
      b. Believing that you caused a certain situation
      c. Feeling that you have control over the situation you are in
      d. Experiencing an irrevocable loss
A

d. Experiencing an irrevocable loss

112
Q
    1. The proposal that perception of core relational themes in one’s relationship with the environment are the direct cause of emotions is most closely aligned with which major theory of emotion?
      a. Basic/discrete emotions theory
      b. The component process model
      c. Core affect theory
      d. Psychological construction theory
A

a. Basic/discrete emotions theory

113
Q
    1. Which of the following best summarizes the distinction between primary and secondary appraisal, according to Richard Lazarus?
      a. Primary appraisal assesses what caused the situation; secondary appraisal assesses what is likely to happen next.
      b. Primary appraisal assesses the eliciting situation and its implications for your own goals; secondary appraisal assesses your ability to cope with the situation.
      c. Primary appraisal assesses your own role in creating the situation; secondary appraisal assesses other people’s role in creating it.
      d. Primary appraisal assesses implications of the situation for you and your goals; secondary appraisal assesses implications of the situation for other people’s goals.
A

b. Primary appraisal assesses the eliciting situation and its implications for your own goals; secondary appraisal assesses your ability to cope with the situation.

114
Q
    1. What was the main point/meaning of the findings from Tomaka and colleagues’ (1997) study of the effects of challenge versus threat instruction on physiological responses during a mental arithmetic task?
      a. Stress activates the “fight/flight” sympathetic nervous system of the body.
      b. Threats cause more intense overall physiological arousal than challenges.
      c. The body’s physiological response to an event depends on how we appraise that event.
      d. Most people experience difficult mathematics tasks as stressful.
A

c. The body’s physiological response to an event depends on how we appraise that event.

115
Q
    1. Which of the following research designs provides the strongest evidence that appraisals cause emotion?
      a. Showing participants intense emotional film clips in the laboratory, and asking them to describe how they appraised the films.
      b. Asking participants to describe the appraisals and emotions they felt in prior, real-life situations, and examining their correlations.
      c. Randomly assigning participants to appraise the same stimuli in different ways, and measuring their emotional responses.
      d. None of the above provides strong evidence that appraisals cause emotion.
A

c. Randomly assigning participants to appraise the same stimuli in different ways, and measuring their emotional responses.

116
Q
    1. In Scherer’s (1997) study, which of the following appraisal dimensions was NOT linked to the experience of specific emotions in very similar ways around the world?
      a. Expectedness
      b. Coping ability
      c. Pleasantness
      d. Fairness
A

d. Fairness

117
Q
    1. According to research by Simon and Nath (2004), discussed in Chapter 4, which of the following statements about gender and emotion is FALSE?
      a. Women report experiencing more positive emotion than men.
      b. Men report experiencing fear and sadness less often than women.
      c. Men and women report feeling anger with similar frequency.
      d. Women and men do not differ in the overall frequency of feeling emotions
A

a. Women report experiencing more positive emotion than men.

118
Q
    1. Which of the following best summarizes the Cognitive Neoassociationistic Model of anger?
      a. We experience anger only when we blame someone for a negative outcome.
      b. Anger is caused by appraisal of a situation’s unpleasantness, goal obstructiveness, and unfairness.
      c. Anger is caused by the perception that someone has insulted us.
      d. Any unpleasant sensation or experience facilitates anger and aggression.
A

d. Any unpleasant sensation or experience facilitates anger and aggression.

119
Q
  1. According to your textbook, how do theorists commonly describe the difference between emotions and drives?
A
  • Emotion differs from drives in that an emotion represents a stimulus or a specific event that takes place. A drive is purely internal such as hunger or thirst.
120
Q
  1. One tenet of basic/discrete emotions theory is that emotions are functional. Explain what it means for an emotion to be functional and provide an example.
A
  • A functional response shows an observable change in emotion such as physiological changes, facial expressions, and other behaviors. These changes follow an appraisal of an event. For example, feeling disgusted by a cockroach in the kitchen is requires an appraising it as a source of contamination that can make you sick.
121
Q
  1. What role does emotion play in motivation? Describe two specific ways in which emotion intersects with motivation.
A
  • Emotion can be seen as the energy which sets of the initial approach towards achieving a goal and provides feedback to the person in how well they are fulfilling said goal.
122
Q
  1. Using a specific example, describe how a behavior that is extrinsically motivated might become intrinsically motivated over time.
A
  • Using a token system (extrinsic) for completing assignments can cause students to switch to an internal satisfaction after receiving praise from their peers (intrinsic).
123
Q
  1. Explain what the term “functional” means from an evolutionary perspective.
A
  • They can benefit individuals directly, by promoting behavior that will solve a problem. Emotions can also benefit individuals indirectly, by supporting relationships with other people.
124
Q
  1. Give an example of an innate human drive. Describe what homeostasis is in the context of the drive you named.
A
  • In respect to hunger, homeostasis would involve your body sending signals to eat because you slept late and skipped lunch. Since you had lunch at a certain time, your body is expecting lunch at that same time the next day.
125
Q
  1. Self-determination theory argues that in addition to biological needs like food, water, and sleep, humans also have innate psychological needs. List the three psychological needs proposed in this theory, and explain the adaptive function of each in evolutionary terms.
A
  • Autonomy is the ability to behave freely from what one perceives to be one’s own motivation and values. Higher levels of perceived autonomy relate to psychological well-being. Teach practicing student autonomy relates to better educational outcomes.
  • Competence is how well people feel their skills match the challenge. When so focused it can create flow which gives positive feelings. People who experience flow will seek the same challenge. (athletics-art-surgery)
  • Belongingness is how humans rely on each other for basic survival needs. Socially, humans need to rely on each other as social ostracism and loneliness are negatively associated with both mental well-being and physical health.
126
Q
  1. Explain the difference between intrapersonal and interpersonal functions of emotion, and give one example of each.
A
  • an intrapersonal function is one that directly benefits the individual experiencing the emotion. Fear assists in facilitating escape from a predator.
  • Interpersonal are social functions of emotion. Love helps people stay committed to another’s well-being.
127
Q
  1. Summarize the approach to the adaptive functions of emotion in the Affect Infusion Model, and give an example from your own life illustrating effects of positive versus negative mood that are consistent with this model.
A
  • In one of my recent jobs, there would be plenty of gossip going around. On my first day, I was told about who I would get along with and who I would not get along with. The affect infusion model would be proven as I would talk more and be more interested in the people that I was told I would get along with, and was disinterested in the ones I was primed to believe I would not like.
128
Q
  1. Compare and contrast the concepts of sadness in English and pe’a pe’a in Tahitian.
A
  • In the sense of missing a loved one, English would use the word sad in a literal context, however, in Tahitian there is pe’a pe’a. This means sick, fatigued, and trouble. Although both people can feel sadness, the Tahitian expresses the longing of their partner as a sickness.
129
Q
  1. Summarize the strong version of the Sapir-Whorf hypothesis
A
  • Human beings require language to think, and therefore have only those experiences, thoughts, and perceptions for which they have words. People who do not have certain words cannot experience that emotion.
130
Q
  1. Triandis, McCusker, & Hui (1990) conducted a study in which they asked Chinese and U.S. participants to complete the phrase “I am . . .” 20 times, in any way they wanted. Describe the results of this study and explain how it relates to individualism versus collectivism.
A
  • People who participated in the I am study who were Chinese would say things along the lines of being part of a group. Americans would follow up with words in accordance to them self. This shows that China’s culture is more a collectivism and the US culture is more individualism.
131
Q
  1. How do preferences for ideal positive affect differ in the United States versus East Asia? Explain, and provide an example illustrating this difference.
A
  • People in the US’s ideal positive affect differs from that of China as Americans will join in activities of high arousal such as a theme park. Chinese will join in activities that are low arousal such as sitting down for tea and talking.
132
Q
  1. Define Ekman’s concept of display rules and give an example of a display rule in your own culture.
A
  • A display rule in Mexican culture is greeting people when they are present. We are taught that it is rude to ignore someone and not acknowledge them.
133
Q
  1. Describe an example from your own life in which two people, each experiencing the same stimulus or situation, have different emotional responses, and explain the role of appraisal in those emotions.
A
  • My sister and I have different emotional responses with food. For example the word “takis” (a Mexican snack) is enough to cause salivation and desire for that snack in myself as opposed to my sister. This appraisal plays a role in providing me with something tasty that will satisfy my hunger.
134
Q
  1. Explain the distinction between primary and secondary appraisal, as described by Richard Lazarus.
A
  • primary appraisals determine one’s emotional response, whereas secondary appraisals are more important for coping and emotion regulation, they determine how intensely an emotion is experienced, as well as how one responds behaviorally to the situation.
135
Q
  1. Describe one way in which the appraisals eliciting specific emotions (e.g., joy, sadness, disgust) were very similar across cultures in Klaus Scherer’s 1997 study, and one way in which appraisals associated with a particular emotion were very different.
A
  • Appraisals of achievements of one’s goals elicits joy in almost all cultures. Appraisals associated with fairness are different from Africans and Americans. If one’s dog would die, an African would respond to this situation as it being unfair and immoral .
136
Q
  1. Compare and contrast the explanations offered by (a) Lazarus’ core relational themes approach, (b) Scherer’s appraisal dimensions approach, and (c) the cognitive neoassociationistic model for what elicits anger
A
  • Core relational themes shows that demeaning offense against me and mine elicits anger. Being harmed or insulted will leave to anger.
  • Appraisal dimensions approach follows that people said they usually felt angry in unexpected, unpleasant, and unfair situations that interfered with their goals and were caused by someone else. Such as driving in LA causes you to be angry at someone else not yourself.
  • The cognitive neoassociationisitc model can show that any unpleasant situation or experience faciliatates anger and agressions. Such as the weather being hot and causing people to be unpleased.

PSY3230: Emotion and Motivation (2 decks)

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