exam 2 Flashcards
● What is homeostasis? Incorporate a description of negative feedback systems into your response.
Homeostasis- a biological process involving the regulation and equilibrium of the body such as body temp, thirst and hunger to maintain optimal functioning levels for the body. The negative feedback system would be the stop system to stop the signal (fullness to stop the body signal to eat).
● Define and provide examples of allostasis and alliesthesia
Allostasis- changing the set point to adapt to environmental requirements (callouses)
Alliesthesia- changes in the body that incentivize behaviors to feel pleasant or unpleasant to further keep homeostasis (wearing a sweater in summer vs winter).
● What is energy homeostasis? What physiological mechanisms does the body have to monitor energy homeostasis?
energy homeostasis- the balance between energy intake and spending
● The body’s energy requirements can be broken down into three components. List and describe each.
1- resting (basal) metabolism- the energy needed to keep someone alive (breathing, moving blood, ect)
2- thermic effects- energy needed to process and store the food eaten in a day
3- physical activity- what we classically thing of as spending energy (walking, sitting up and down, exercise)
What is the dual intervention point model? How is it compatible with set point theory?
dual intervention model- weight tends to flux between a upper and lower boundary over time, the upper being predation and lower being starvation compared to the set point model of their being an optimal point for body fat.
● In addition to hunger, what five factors contribute to what and how much people eat?
● Cephalic responses (physical responses to the smell or taste of the food),Palatability, variety of food, quantity of food, and food preferences
Describe the boundary model of eating and the zone of biological indifference. How is the zone of biological indifference affected among individuals with restrained eating patterns?
discusses when eating begins (hunger) and stops (satiety) with an upper boundary (fullness) and lower boundary (hunger) relating to the amount of energy in the body. The zone of biological indifference is where social influences like how much others are eating begin to influence the amount of food consumed. This zone if effect is larger for restrained eaters because of their higher number of rules for their eating habits.
Negative Feedback Systems
Negative Feedback- homeostasis’ physiological stop system
● A drive activates behavior, negative feedback stops it.
● Similar to how a furnace or AC operates
Dual Intervention Point Model
Set point theory implies that body weight should remain relatively constant
over time
● BUT, people’s weight tends to increase
over their lifetime
● Dual intervention point model: body
weight settles between an upper and
lower boundary
Excitatory hormone (increases hunger)
ghrelin, eleased by stomach; stimulates feelings of hunger, signals lack of
energy
inhibitory hormones (decreases hunger)
Cholecystokinin (CCK): released by small intestine; regulates…
○ Leptin: released by adipose tissue; regulates long-term energy homeostasis
■ More leptin → increases basal metabolic rate and decreases hunger
Cephalic responses
physiological response to smell/ taste of food can
increase appetite
○ Secretion of saliva, gastric juices, insulin from pancreas
○ Increases with visual quality of food
Palatability
The pleasantness of food can increase appetite
Determined by variety, texture, temperature, aroma and flavor
Often depends on flavor intensity
Curvilinear effect of sugar and fat content
As sugar/fat content increase, initially lead to increase in palatability, but peaks and drops if it becomes too sweet
Quantity of food
The amount of food available is associated with appetite
More food = larger appetite
More eaten as plate size increases
Variety of food
Sensory specific satiety = repeatedly eating the same foods blunts appetite
Mechanism evolved to make sure we eat a variety of nutritionally balanced foods
conditioned liking and non-liking
Conditioned liking: adding sugar to foods can increase liking and eventual acceptance of that food without sugar
Conditioned nonliking = taste aversion following a negative experience with food
More likely to occur with taste rather than texture/appearance
More likely to develop with unfamiliar foods or less-preferred foods
Source of illness doesn’t matter, as long as its attributed to food
Can result from overindulgence
Refeeding syndrome
Body loses ability to digest food after long period of starvation
Intestines become intolerant to food, digestive problems
Drastic changes in some minerals can be life-threatening
Boundary Model of Eating
Model addresses when eating begins (hunger) and stops (satiety)
Zone of biological indifference
Where social factors, palatability influence how much is eaten
Zone is larger for restrained eaters (dieters) because they impose more external rules of their eating patterns
Energy in the body
Upper bound, satiety starts
Set point
Lower bound, hunger starts
Drives and Needs as Internal Sources of Motivation
Motives PUSH us forward
Internal Dispositions
Include psychological drives and needs
Incentives and Goals PULL
External features of the environment
Psychological Drives
Conscious response to a physiological need
Motivates behavior to reduce drive intensity
Psychological Needs
Only loosely tied to physiology
A deficit in a person’s set point level of some incentive, activity or experience
Abstract
Exist due to evolutionary or personal history
Only become apparent when unfulfilled
Redintegration:
process by which an environmental stimulus activates a psychological need
Stimulus associates with need in the past
(e.g., holidays and loneliness)
Lonely on a normal day vs Lonely on Christmas
Two-Process Model of Psychological Needs
Needs motivate behavior that…
Satifies the need
Removes negative feelings, negative reinforcement
Provide pleasant experiences
Adds positive feelings, positive reinforcement
E.g., Fulfilling the need for relatedness removes feelings of loneliness and depression and adds feelings of warmth and intimacy
Trait Needs and States Needs
Traits - individual differences in needs
States - situational differences in needs
E.g., need for relatedness (in general vs following ostracism)
CyberBall experiment
Delbouef illusion
he size of the outer circle influences the perceived size of the
solid inner circle. The inner circle is perceived as larger when the outer circle is smaller.
Generalizing to plates, an equal amount of food should appear larger on a smaller plate compared
to a larger plate.
taste
aversion
trong dislike of a food because of its association with nausea, which
resulted from spoiled food or illness
boundary model of hunger
lower boundary then she experiences aversive feelings of hunger, weakness, and an empty stomach;
the further below the lower boundary, the greater the impetus to eat. Above the satiety (upper)
boundary, a person stops eating when aversive physiological conditions begin to prevail, such as
a full stomach. In between upper and lower boundaries is the zone of biological indifference,
where instead of physiological reasons, social factors and the palatability of food determine how
much is eaten.
zone of biological indifference,
instead of physiological reasons, social factors and the palatability of food determine how
much is eaten
Diet Boundary
Cognitively imposed boundaries of when to eat and when to stop eating;
cognitive boundaries associated with greater hunger and stop short of satiety
Hedonic Ratings
Ratings of how much something is liked or enjoyed; ratings range from
unpleasant or dislike to neutral to pleasant or like
Physiological needs
efer to deficits that
exist in the material body or brain
● Define psychological needs and discuss the two-process model of psychological needs
how our minds communicate needs that incentivize addressing the issue, can be abstract but an example can be feelings of loneliness due to a need to belong/socialize. 2-process model requires that a need must motivate behavior that satisfies the need but ALSO is pleasant to do
intimacy motive
emphasizes the pleasant feelings that
exist between individuals in a social relationship. This motive refers to a “readiness for experiences
of warm, close, and communicative interactions with other persons”
need for meaning
To determine how the self relates significantly to one’s geographical, cultural, and social environments.
need for Cognition
To engage in and enjoy thinking in order to organize, summarize, and evaluate information.
implicit motive
the capacity
of individuals to maximize satisfaction from engaging in need-relevant activities
explicit motive
resembles the conscious value a person places on a
stimulus, activity, or experience.
physiological need
A discrepancy between the set point and the actual physiological state
● What are implicit motives and explicit motives? How is each motive type measured?
implicit motives are motives not clearly stated, think implied motived, meaning that they are never simply outwardly stated but can be identified subtly in behavior.
Explicit motives are motives that can be clearly identifies and stated.
● Describe Maslow’s original Hierarchy of Needs. What revisions were later made to the original hierarchy? Discuss modern arguments for which needs should be at the top of the pyramid.
The classic hierarchy has physiological needs, safety, belonging, esteen and self-actualization at the top. The original idea was sort of like walking upstairs, completing one and stepping up to the next never to be revisited. It was revised to say that there is overlap and more like twister where they can at any time be revisited (losing your job or home “resets” the system) and self-actualization has been included in esteem and there is debate over what should take the top place now- reproductive goals, search for meaning, and happiness
● Describe the three factors that influence achievement motivation
1- probability of achieving the task (chances I can do it, learning mandarin vs learning spanish. One is way easier than the other)
2. value/incentive of the task (against all odds effect, reverse of whAt you would assume, harder the task the more your motivated to do it, example is getting an A in an easy vs hard class)
3. persistence in attempting to achieve the task (how determined to do the thing, example is finally finishing a crochet project without ripping it out 400 times)
Provide a 1-2 sentence description of each motive/need (10)
○ Need for closure- have a clear answer/black and white explanation. Quick to come to conclusions and stick by them (seize and freeze)
○ Need for cognition- understand the world around us/enjoys thinking about things
○ Need for meaning- an explanation for things/our environment/a phenomenon. Dislikes the “I don’t know” answer (the people who always ask why)
○ Need for power- need to influence/preside over others/be noticed
○ Need for self-esteem- feel good about ourselves and our place in the world (positive self-assessment)
○ Need to achieve- accomplish things in field that matter to us
○ Motive to avoid failure- produces anxiety or fear in regards failing and keeps us from attempting things we have a high change of failing at
○ Need for autonomy- need to make your own decisions or make your own choices/control over your future
○ Need for competence- feeling capable or halfway intelligent/useful
○ Need to belong- have a place in society/have interpersonal relationships
meaning making model
how folks explain disruptive life events (rationalization)
redintegration
process by which the environment actives a psychological need
psychological drive
conscious response to a bodily need
