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motivation and emotion > exam > Flashcards

exam Flashcards

1
Q

what is the subcorticle structure associated with the experience of arousal, alertness and wakefulness?

A

the reticular formation

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2
Q

what subcorticle brain structure produces and releases dopamine?

A

the ventral tegmental area

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3
Q

what cortical brain structure stores and processes the reward related values of objects and events?

A

the orbitofrontal cortex

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4
Q

what is the structure in the brain stem involved in motivational and emotional functioning?

A

the reticular formation

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5
Q

what are the 8 subcortical brain structures involved in motivation and emotion functioning?

A

reticular formation, basal ganglia, amygdala, hypothalamus, insular cortex, ventral tegmental area, ventral striatum, nucleus accumbens

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6
Q

what are the 5 cortical structures involved in motivation and emotion?

A

prefronal cortex, orbitofrontal cortex, ventromedial prefrontal cortex, dorsolateral prefrontal cortex, anterior cingulate cortex

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7
Q

describe the dopamine based reward circuit/ the brains reward system

A

beginning in the ventral tegmental area (VTA) where dopamine is manufactured and then released to the nucleus accumbens (NA). From the NA, the reward center extends into the prefrontal cortex, which is involved in the subjective experience of pleasure, and into the orbitofrontal cortex, which stores the objects learned reward value

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8
Q

what does the hypothalamus do?

A

the hypothalamus regulates eating, drinking, mating, and the endocrine system. it controls the pituitary gland which regulates the endocrine system. its the brain of the autonomic nervous system.

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9
Q

what were the 3 philosophical origins of motivational concepts, or the 3 grand theories?

A

will, instinct and drive

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10
Q

the grand theory of will proposed that?

A

the ancient philosophers understood motivation within 2 themes: good, rational, immaterial and active (i.e. the will); and primitive, impulsive, biological and reactive (i.e. bodily desires).

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11
Q

the grand theory of instinct proposed that?

A

physiological analysis of motivation by focusing on the mechanistic. the appeal of instinct doctrine was its ability to explain unlearned behaviour that had energy and purpose (i.e. goal directed biological impulses)

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12
Q

the grand theory of drive proposes that?

A

behaviour is motivated to the extent that it serves the needs of the organism and restores biological homeostatis.

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13
Q

what is a paradigm?

A

a consensus about what constitutes a disciplines methods, problems, and solutions. it is a stage in the typical development of a scientific discipline.

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14
Q

what is motivations new paradigm?

A

one in which behaviour is energised and directed not by one single grand cause, but instead by a multitude of multilevel and co-acting influences

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15
Q

what are 3 principles to keep in mind when studying the motivated and emotional brain?

A

1: specific brain structures generate specific motivational states;
2: biochemical agents (ie NT’s) stimulate these brain structures;
3: day to day events stimulate biochemical agents into action

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16
Q

define the process of the motivated brain?

A

An environmental event stimulates the release of biochemical agents that stimulate brain structures which in turn arouses motivation

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17
Q

motivation involves those processes that give behaviour its _________ and _____________

A

energy and direction

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18
Q

a behaviours energy is its what?

A

strength, intensity and persistence

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19
Q

a persons motivation can be expressed through their?

A

behaviour, engagement, brain and physiological activations, and self report

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20
Q

what are the 7 behavioural expressions of motivation

A

effort, persistence, latency, choice, probability of response, facial expressions, and bodily gestures

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21
Q

what are the 4 interrelated aspects of engagement?

A

behaviour, emotion, cognition, and agency

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22
Q

what brain and physiological activity are expressions of motivation?

A

brain activity, cardiovascular activity, hormonal activity, ocular activity, electrodermal activity, skeletal activity

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23
Q

what is the framework for understanding motivation and emotion?

A

antecedent conditions cue a motive status that is influenced by ones needs, cognitions and emotions. this leads to a sense of “wanting to” and an urge to either approach or avoid which energises and directs ones behaviour

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24
Q

what are the 4 processes capable of giving behaviour strength and purpose (its energy and direction)?

A

the individuals needs, cognitions, emotions, and external events

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25
Q

what are the relationship and social context factors that involve and satisfy ones need for relatedness?

A

social interactions that promise the possibility of warmth, care, and mutual concern vitalise ones need for relatedness. Having relationships that involve mutual caring, liking, accepting and valuing satisfy ones need for relatedness.

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26
Q

what is engagement?

A

engagement refers to how actively involved a person is in a task. it is a multidimensional construct consisting of 4 distinct, yet intercorrelated and mutually supportive, aspects of behaviour, emotion, cognition, and agency

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27
Q

what is cognitive engagement?

A

cognitive engagement refers to how strategically the person attempts to process information and to learn in terms of employing sophisticated rather than superficial learning strategies.

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28
Q

what is agentic engagement?

A

agentic engagement refers to the extent of the persons proactive and constructive contribution into the flow of the activity in terms of asking questions, expressing preferences and letting others know what one wants and needs

29
Q

what is behavioural engagement?

A

behavioural engagement refers to how effortfully involved the person is in the activity in terms of effort, persistence and on task behaviours.

30
Q

what is emotional engagement?

A

emotional engagement refers to the presence of positive emotions during task engagement, such as interest, and the absence of negative emotions such as anxiety

31
Q

what is a need?

A

any condition within the person that is essential and necessary for life, growth, and well-being.

32
Q

what are the 3 types of needs?

A

physiological needs, psychological needs and social needs

33
Q

what are physiological needs

A

physiological needs are needs that are inherent within the workings of biological systems. they include thirst, hunger and sex.

34
Q

what are psychological needs?

A

An inherent source of motivation that generates the desire to interact with the environment so as to advance personal growth, social development, and psychological well-being. Psychological needs include ones need for autonomy, competence and relatedness.

35
Q

what are social needs?

A

social needs are internalized or learned from our emotional and socialisation histories and include ones need for achievement, affiliation, intimacy, and power

36
Q

the cyclical pattern depicting the rise and fall of psychological drive involves seven core processes, what are they?

A

Need (physiological) > drive (psychological) > homeostasis > negative feedback > multiple inputs/multiple outputs > intra-organismic mechanisms > extra-oranismic mechanisms

37
Q

what are the environmental influences that affect eating behaviours?

A

time of day, stress, and the sight, smell, appearance, and taste of food

38
Q

what are three motivational strategies people can use to prevent or reverse weight gain and obesity?

A

self-regulation of food intake (e.g. setting goals and monitoring behaviours); exercise motivation (to expend calories and fat stores); and mindfulness over ones environmental influences (i.e.becoming aware of and
monitoring the environmental influences that affect eating)

39
Q

What are 2 assumptions of the organismic approach to motivation?

A

people are inherently active, and the person-environment dialectic

40
Q

what is the person-environment dialectic?

A

In dialectic, the relationship between person and environment is reciprocal (two-way); the environment acts on the person and the person acts on the environment. Both the person and the environment constantly change

41
Q

what are the 3 psychological needs?

A

autonomy, competence and relatedness

42
Q

what is the psychological need for autonomy?

A

Autonomy is the psychological need to experience self-direction and personal endorsement in the initiation and regulation of one’s behaviour. Behavior is autonomous (or self-determined) when our interests, preferences, and wants guide our decision-making process to engage or not to engage in a particular activity.

43
Q

what are the 3 subjective qualities within the experience of perceived autonomy?

A

internal percieved locus of causality, volition, and perceived choice over ones actions

44
Q

what are the five essential ways of supporting autonomy?

A

1: nurturing inner motivational resources
2: providing explanatory rational
3: listening empathetically and relying on informational language
4: displaying patience
5: acknowledging and accepting negative affect

45
Q

what is the psychological need for competence

A

A psychological need to be effective in interactions with the environment

46
Q

What are 4 key environmental conditions that influence ones perceived competence?

A

1: optimal challenge and flow
2: structure = Information about the pathways to desired outcomes and support and guidance for pursing these pathways.
3: feedback
4: failure tolerance

47
Q

what is the psychological need for relatedness?

A

A psychological need to establish close emotional bonds and attachments with other people. The desire to be emotionally connected to and interpersonally involved in warm relationships.

48
Q

what are quasi-needs?

A

Quasi-needs are ephemeral, situationally induced wants that create tense energy to engage in behavior capable of reducing the built-up tension.
Quasi-needs are deficiency-oriented and situationally reactive.
Quasi-needs are what we lack, yet need, from the environment in a rather urgent way.

49
Q

what is extrinsic motivation?

A

environmentally created reasons (e.g. incentives and consequences) to engage in an action or activity.

50
Q

what are the 2 types of discrepancy that motivate behaviour?

A

discrepancy reduction and discrepancy creation

51
Q

what is discrepancy reduction?

A 
Based on the discrepancy-detecting
feedback that underlies plans and 
corrective motivation. Discrepancy reduction corresponds to plan-based corrective motivation.
Discrepancy reduction is reactive,
deficiency overcoming, and revolves
around a feedback system.
52
Q

what is discrepancy creation?

A

Based on a “feed-forward” system in which the person looks forward and proactively sets a future, higher goal. Discrepancy creation corresponds to goal-setting motivation. Discrepancy creating is proactive, growth pursuing, and revolves around a “feed-forward” system.

53
Q

the cognitive mechanism by which plans energise and direct behaviour is?

A

The TOTE model. individuals test (T) or compare their current state with their ideal state and when an incongruity exists they operate (O) on their environment via a planned series of actions to reduce the discrepancy before once again testing their actual state against their ideal. if present state is then congruent with the ideal their is no need for further action and the person exits the plan (E)

54
Q

discrepancy between ones current level of accomplishment and ideal level of accomplishment is reffered to as a?

A

goal-performance discrepancy

55
Q

setting a goal only energises, directs and sustains behaviour to enhance performance if the goal is?

A

difficult, concordant and specific

56
Q

what happens if feedback indicates that the person is at or above goal level?

A

discrepancy-creation occurs and a new, more difficult goal-performance discrepancy is created.

57
Q

what happens when feedback indicates that performance is below goal level?

A

discrepancy-reduction occurs. Goal striving continues but with increased effort, persistence, attention and strategic planning.

58
Q

what do difficult, congruent and specific goals increase to energise, sustain and direct behaviour?

A

effort, persistence, attention and strategic planning

59
Q

define expectancy

A

An expectancy is a subjective prediction about how likely it is that an event will occur. the strength at which people try to exercise personal control can be traced to there expectancies of being able to do so. in anticipating events and outcomes people rely on past experiences and personal resources to make forecasts - expectancies - about what the future holds and how likely it is that they will be able to cope with what is to come.

60
Q

what are efficacy expectations?

A

expectations of being able to enact the behaviours one needs in order to cope effectively with the situation at hand.

61
Q

what are outcome expectations?

A

expectations that ones actions will produce positive outcomes (or prevent negative ones)

62
Q

what are 4 sources of self efficacy?

A

personal behavioural history, vicarious experience, verbal persuasion and physiological state

63
Q

what are 4 effects of self efficacy?

A

choice (approach vs avoidance), effort and persistence, thinking and decision making, emotional reaction (anxiety, stress)

64
Q

what is empowerment?

A

Empowerment involves possessing the knowledge, skills, and beliefs that allow people to exert control over their lives.

65
Q

what are mastery beliefs

A

The extent of perceived control one has over attaining desirable outcomes and preventing aversive ones.

66
Q

a mastery-motivational orientation is?

A

A hardy, resistant portrayal of the self during encounters of failure. Failure feedback can be helpful and constructive information. The psychological state that results when an individual expects that life’s outcomes are controllable.

67
Q

a helpless motivational orientation is?

A

A fragile view of the self during encounters of failure.
Failure feedback is a sign of personal inadequacy. The psychological state that results when an individual expects that life’s outcomes are uncontrollable.

68
Q

Hope results from?

A

1: when a person has high self-efficacy, or the “i can do it” belief in their capacity to accomplish the goals they set for themselves
2: the belief that one has multiple and controllable pathways to goal attainment
Together high self efficacy supports confidence, while mastery beliefs support optimism

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