Final 102 Flashcards
1
Q
Activation-synthesis theory
A
theory that dreams reflect inputs from brain activation originating in the pons, which the forebrain, then attempts to weave into a story
2
Q
theory that dreams reflect inputs from brain activation originating in the pons, which the forebrain, then attempts to weave into a story
A
Activation-synthesis theory
3
Q
neurocognitive theory
A
theory that dreams are a meaningful product of our cognitive capacities, which shape what we dream about
4
Q
theory that dreams are a meaningful product of our cognitive capacities, which shape what we dream about
A
neurocognitive theory
5
Q
Past life regression theory (hypnosis)
A
therapeutic approach that hypnotizes and supposedly age-regresses patients to a previous life to identify the source of a present-day problem
6
Q
therapeutic approach that hypnotizes and supposedly age-regresses patients to a previous life to identify the source of a present-day problem
A
Past life regression theory
7
Q
sociocognitive theory (hypnosis)
A
approach to explaining hypnosis based on people’s attitudes, beliefs, and expectations
8
Q
approach to explaining hypnosis based on people’s attitudes, beliefs, and expectations
A
sociocognitive theory
9
Q
dissociation theory (hypnosis)
A
approach to explaining hypnosis based on a separation between personality functions that are normally well integrated
10
Q
approach to explaining hypnosis based on a separation between personality functions that are normally well integrated
A
dissociation theory
11
Q
Visual Neglect
A
a complex attention disorder characterized by a tendency to ignore things that appear on one side of the body, usually the left side
12
Q
a complex attention disorder characterized by a tendency to ignore things that appear on one side of the body, usually the left side
A
Visual Neglect
13
Q
circadian rhythms
A
biological activities that rise and fall in a 24-hour cycle
14
Q
biological activities that rise and fall in a 24-hour cycle
A
circadian rhythms
15
Q
biological clock
A
brain structures that schedule rhythmic variations in bodily functions by triggering them at the appropriate times
16
Q
brain structures that schedule rhythmic variations in bodily functions by triggering them at the appropriate times
A
biological clock
17
Q
memory consolidation
A
REM plays a role in strengthening or consolidating new memories
18
Q
REM plays a role in strengthening or consolidating new memories
A
memory consolidation
19
Q
Manifest content
A
things seen and otherwise experienced by dreamer
20
Q
things seen and otherwise experienced by dreamer
A
Manifest content
21
Q
Latent content
A
hidden desires that are too disturbing to be confronted directly
22
Q
hidden desires that are too disturbing to be confronted directly
A
Latent content
23
Q
Threat simulation
A
dreaming evolved to help us practice the skills needed to avoid threats
24
Q
dreaming evolved to help us practice the skills needed to avoid threats
A
Threat simulation
25
Dyssomnia
problems associated with the amount, timing, and quality of sleep
26
problems associated with the amount, timing, and quality of sleep
Dyssomnia
27
hypersomnia
too much sleep
28
too much sleep
hypersomnia
29
somnambulism
mainly childhood; non-REM sleep; sleep-walking
30
mainly childhood; non-REM sleep; sleep-walking
somnambulism
31
Noctural enuresis
bedwetting
32
bedwetting
Noctural enuresis
33
Myths hypnosis
1. Hypnosis produces a trance state in which “amazing” things happen
2. Hypnotic phenomena are unique
3. Hypnosis is a sleeplike state
4. Hypnotized people are unaware of their surroundings
5. Hypnotized people forget what happened during hypnosis
6. Hypnosis enhances memory
34
hypnotically induced behaviour characterized by an ability to hold one or more limbs in a rigid position for long periods of time without tiring; motivated nonhypnotized subjects can enact catalepsy as well as hypnotized subjects
Catalepsy
35
Catalepsy
hypnotically induced behaviour characterized by an ability to hold one or more limbs in a rigid position for long periods of time without tiring; motivated nonhypnotized subjects can enact catalepsy as well as hypnotized subjects
36
people have an idea about what hypnosis is about and act accordingly
Social Role-Playing
37
Social Role-Playing
people have an idea about what hypnosis is about and act accordingly
38
Hypnotic Dissociation
a hypothesized, hypnotically induced splitting of consciousness during which two streams of awareness are said to coexist; one that is fully under the sway of the hypnotist’s suggestions and one that remains more aloof and objective
39
a hypothesized, hypnotically induced splitting of consciousness during which two streams of awareness are said to coexist; one that is fully under the sway of the hypnotist’s suggestions and one that remains more aloof and objective
Hypnotic Dissociation
40
Meditation
manipulation of awareness, often used for relaxation and self-reflection
"altered state of mind”, relaxation, and involves an induction ceremony
breathing, mantra, passive state of mind
41
manipulation of awareness, often used for relaxation and self-reflection
"altered state of mind”, relaxation, and involves an induction ceremony
breathing, mantra, passive state of mind
Meditation
42
Biofeedback
a technique by which individuals can monitor and learn to control the involuntary activity of some of the body’s organs and functions
43
a technique by which individuals can monitor and learn to control the involuntary activity of some of the body’s organs and functions
Biofeedback
44
Orienting response
an inborn tendency to shift one’s focus of attention toward a novel or surprising event – automatic
45
an inborn tendency to shift one’s focus of attention toward a novel or surprising event – automatic
Orienting response
46
Habituation
the decline in the tendency to respond to an event that has become familiar through repeated exposure
47
the decline in the tendency to respond to an event that has become familiar through repeated exposure
Habituation
48
Sensitization
an increase in the tendency to respond to an event that has been repeated; sensitization is more likely when a repeated stimulus is intense
49
an increase in the tendency to respond to an event that has been repeated; sensitization is more likely when a repeated stimulus is intense
Sensitization
50
Learning (4 concepts)
Is inferred from a change in behaviour or performance
Results in an inferred change in memory
Is the result of experience
Is relatively permanent
51
Unconditioned stimulus (UCS)
elicits an automatic response without proper conditioning
52
elicits an automatic response without proper conditioning
Unconditioned stimulus (UCS)
53
Unconditioned response (UCR)
automatic response to an unconditioned stimulus
54
automatic response to an unconditioned stimulus
Unconditioned response (UCR)
55
response elicited by a previously neutral stimulus as a result of conditioning
Conditioned response (CR):
56
Conditioned response (CR):
response elicited by a previously neutral stimulus as a result of conditioning
57
Conditional stimulus (CS):
initially neutral stimulus which, after conditioning, elicits a condition response (CR)
58
initially neutral stimulus which, after conditioning, elicits a condition response (CR)
Conditional stimulus (CS):
59
Acquisition:
learning phase during which a conditioned response is established
60
learning phase during which a conditioned response is established
Acquisition:
61
Extinction
gradual reduction and eventual elimination of the CR after the CS is presented repeatedly without the US
62
gradual reduction and eventual elimination of the CR after the CS is presented repeatedly without the US
Extinction
63
Spontaneous recovery
sudden reemergence of an extinct CR after a delay following an extinction procedure
64
sudden reemergence of an extinct CR after a delay following an extinction procedure
Spontaneous recovery
65
Renewal effects
sudden reemergence of a CR following extinction when an animal is returned to the environment in which the CR was acquired
66
sudden reemergence of a CR following extinction when an animal is returned to the environment in which the CR was acquired
Renewal effects
67
Stimulus generalization
process by which CS similar but not identical to the original CS elicit a CR
68
process by which CS similar but not identical to the original CS elicit a CR
Stimulus generalization
69
Stimulus discrimination
process by which organisms display a less pronounced CR to CS that differ from the original CS
70
process by which organisms display a less pronounced CR to CS that differ from the original CS
Stimulus discrimination
71
Higher-order conditioning
developing a CR to a CS by virtue of its association with another CS
72
developing a CR to a CS by virtue of its association with another CS
Higher-order conditioning
73
Radical Behaviourism
a perspective on the analysis of human and animal behaviour that emphasizes explaining behaviour in terms of environmental events and that minimizes the use of internal explanations like thoughts, beliefs, and intentions
74
a perspective on the analysis of human and animal behaviour that emphasizes explaining behaviour in terms of environmental events and that minimizes the use of internal explanations like thoughts, beliefs, and intentions
Radical Behaviourism
75
Who founded Radical Behaviourism?
B.F. Skinner
76
B.F. Skinner
Who founded Radical Behaviourism?
77
Continuous reinforcement schedule
one in which a reward is delivered each and every time the target behaviour is performed
78
one in which a reward is delivered each and every time the target behaviour is performed
Continuous reinforcement schedule
79
Partial reinforcement schedule
can be fixed or variable, and ratio or interval
80
can be fixed or variable, and ratio or interval
Partial reinforcement schedule
81
fixed-ratio
number of responses required for reinforcement is fixed and does not change from trial to trial
82
number of responses required for reinforcement is fixed and does not change from trial to trial
fixed-ratio
83
variable-ratio
a certain number of responses is required for reinforcement, but the # of required responses typically changes from trial to trial
84
a certain number of responses is required for reinforcement, but the # of required responses typically changes from trial to trial
variable-ratio
85
fixed-interval
the reinforcement is delivered for the first response that occurs following a fixed interval of time
86
the reinforcement is delivered for the first response that occurs following a fixed interval of time
fixed-interval
87
variable-interval
the allotted time before a response will yield reinforcement changes from trial to trial
88
the allotted time before a response will yield reinforcement changes from trial to trial
variable-interval
89
Triskaidekaphobia
extreme superstition regarding the number thirteen.
90
extreme superstition regarding the number thirteen.
Triskaidekaphobia
91
Latent learning
learning that’s not directly observable
92
learning that’s not directly observable
Latent learning
93
Cognitive map
mental representation of how a physical space is organized
94
mental representation of how a physical space is organized
Cognitive map
95
latent inhibition
difficulty establishing classical conditioning to an already familiar stimulus
96
difficulty establishing classical conditioning to an already familiar stimulus
latent inhibition
97
conditioned compensatory response
a CR that is the opposite of the UCR and serves to compensate for the UCR
98
a CR that is the opposite of the UCR and serves to compensate for the UCR
conditioned compensatory response
99
Fetishism
sexual attraction to nonliving things
100
sexual attraction to nonliving things
Fetishism
101
operant conditioning
learning controlled by the consequences of the organism's behaviour
102
learning controlled by the consequences of the organism's behaviour
operant conditioning
103
Mirror neurons
cell in the prefrontal cortex that becomes activated by specific motions when an animal both performs and observes that action
104
cell in the prefrontal cortex that becomes activated by specific motions when an animal both performs and observes that action
Mirror neurons
105
Preparedness
evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value (e.g., snakes, heights, phobias)
106
evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value (e.g., snakes, heights, phobias)
Preparedness
107
tendency for animals to return to innate behaviours following repeated reinforcement
Instinctive drift
108
Instinctive drift
tendency for animals to return to innate behaviours following repeated reinforcement
109
Memory
Retention of information over time
110
Retention of information over time
Memory
111
Sensory Memory
the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended.
112
the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended.
Sensory Memory
113
Short-term Memory
seems to be between 15 and 30 seconds, according to Atkinson and Shiffrin (1971). Items can be kept in ________ memory by repeating them verbally (acoustic encoding), a process known as rehearsal.
114
seems to be between 15 and 30 seconds, according to Atkinson and Shiffrin (1971). Items can be kept in ________ memory by repeating them verbally (acoustic encoding), a process known as rehearsal.
Short-term Memory
115
Long-term Memory
the final stage of the dual memory model proposed in the Atkinson-Shiffrin memory model, in which information can be stored for long periods of time. (indefinitely)
116
the final stage of the dual memory model proposed in the Atkinson-Shiffrin memory model, in which information can be stored for long periods of time. (indefinitely)
Long-term Memory
117
Decay
fading of information from memory over time
118
fading of information from memory over time
Decay
119
Interference
loss of information from memory because of competition from additional information
120
loss of information from memory because of competition from additional information
Interference
121
Retro-interference
interference with retention of old information due to acquisition of new information
122
interference with retention of old information due to acquisition of new information
Retro-interference
123
Pro-active interference
interference with acquisition of new information due to previous learning of information
124
interference with acquisition of new information due to previous learning of information
Pro-active interference
125
The magic number
the span of short-term memory, according to George Miller is seven plus or minus two pieces of information
126
the span of short-term memory, according to George Miller is seven plus or minus two pieces of information
The magic number
127
Chunking
organizing information into meaningful groupings, allowing us to extend the span of short-term memory
128
organizing information into meaningful groupings, allowing us to extend the span of short-term memory
Chunking
129
repeating information to extend the duration of retention in short-term memory and promote the likelihood of transfer to long-term memory
Rehearsal
130
Rehearsal
repeating information to extend the duration of retention in short-term memory and promote the likelihood of transfer to long-term memory
131
Maintenance rehearsal
repeating stimuli in their original form to retain them in short-term memory (e.g., phone number)
132
repeating stimuli in their original form to retain them in short-term memory (e.g., phone number)
Maintenance rehearsal
133
Elaborative rehearsal
linking stimuli to each other in a meaningful way to improve retention of information in short-term memory (e.g., remembering names)
134
linking stimuli to each other in a meaningful way to improve retention of information in short-term memory (e.g., remembering names)
Elaborative rehearsal
135
semantic
Long-term errors in memory, (based on the meaning of the information);
136
Long-term errors in memory, (based on the meaning of the information);
semantic
137
acoustic
short-term errors, based on the sound of the information we have received)
138
short-term errors, based on the sound of the information we have received)
acoustic
139
Primacy effect
tendency to remember words at the beginning of a list especially well
140
tendency to remember words at the beginning of a list especially well
Primacy effect
141
Recency effect
tendency to remember words at the end of a list especially well
142
tendency to remember words at the end of a list especially well
Recency effect
143
graph depicting both primacy and recency effects on people’s ability to recall terms on a list
Serial position curve
144
Serial position curve
graph depicting both primacy and recency effects on people’s ability to recall terms on a list
145
von Restorff effect
Tendency to remember stimuli that are distinctive or that stick out like sore thumbs from other stimuli
146
Tendency to remember stimuli that are distinctive or that stick out like sore thumbs from other stimuli
von Restorff effect
147
Semantic memory
our knowledge of facts about the world (e.g., capital of Thailand)
148
our knowledge of facts about the world (e.g., capital of Thailand)
Semantic memory
149
Episodic memory
recollection of events in our lives
150
recollection of events in our lives
Episodic memory
151
Explicit memory
memories we recall intentionally and of which we have conscious awareness
152
memories we recall intentionally and of which we have conscious awareness
Explicit memory
153
Implicit memory
memories we don’t deliberately remember or reflect on consciously
154
memories we don’t deliberately remember or reflect on consciously
Implicit memory
155
Procedural memory
memory for how to do things, including motor skills and habits
156
memory for how to do things, including motor skills and habits
Procedural memory
157
our ability to identify a stimulus more easily or more quickly after we’ve encountered similar stimuli
Priming
158
Priming
our ability to identify a stimulus more easily or more quickly after we’ve encountered similar stimuli
159
Encoding
process of getting information into our memory banks (many strategies – very individualistic)
160
process of getting information into our memory banks (many strategies – very individualistic)
Encoding
161
Mnemonic
a learning aid, strategy, or device that enhances recall (e.g., HOMES)
162
a learning aid, strategy, or device that enhances recall (e.g., HOMES)
Mnemonic
163
Pegword method
Rhyming (e.g., one is a bun – bun is the pegword)
| Pictures (from textbook – hippocampus – hippo camping under a tree)
164
Rhyming (e.g., one is a bun – bun is the pegword)
| Pictures (from textbook – hippocampus – hippo camping under a tree)
Pegword method
165
Method of Loci
Places or location
166
Places or location
Method of Loci
167
Keyword Method
depends on your ability to think of an English word (keyword) that reminds you of the word you are trying to remember
168
depends on your ability to think of an English word (keyword) that reminds you of the word you are trying to remember
Keyword Method
169
Schemas
organized knowledge structure or mental model that we’ve stored in memory
170
organized knowledge structure or mental model that we’ve stored in memory
Schemas
171
Scripts
“stories” that we have for certain events; social stories used with different target groups
172
“stories” that we have for certain events; social stories used with different target groups
Scripts
173
Retrieval cues
hints that make it easier for us to recall information
174
hints that make it easier for us to recall information
Retrieval cues
175
Recall
generating previously remembered information
176
generating previously remembered information
Recall
177
Recognition
selecting previously remembered information from an array of options
178
selecting previously remembered information from an array of options
Recognition
179
Relearning
reacquiring knowledge that we’d previously learned but largely forgotten over time
180
reacquiring knowledge that we’d previously learned but largely forgotten over time
Relearning
181
Distributed practice
Studying in smaller increments/chunks over a longer amount of time
182
Studying in smaller increments/chunks over a longer amount of time
Distributed practice
183
Mass practice
Studying in large increments over a brief amount of time (massed)
184
Studying in large increments over a brief amount of time (massed)
Mass practice
185
Encoding specificity
Phenomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it
186
Phenomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it
Encoding specificity
187
Context-dependent learning
superior retrieval of memories when the external context of the original memories matches the retrieval context
188
superior retrieval of memories when the external context of the original memories matches the retrieval context
Context-dependent learning
189
State-dependent learning
superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding
190
superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding
State-dependent learning
191
Engram
physical trace of each memory in the brain (Karl Lashley)
192
physical trace of each memory in the brain (Karl Lashley)
Engram
193
Long-term potentiation (LTP)
Gradual strengthening of the connections among neurons from repetitive stimulation
194
Gradual strengthening of the connections among neurons from repetitive stimulation
Long-term potentiation (LTP)
195
Suggestive memory technique
procedure that encourages patients to recall memories that may or may not have taken place
196
procedure that encourages patients to recall memories that may or may not have taken place
Suggestive memory technique
197
Misinformation effect
creation of fictitious memories by providing misleading information about an event after it takes place
198
creation of fictitious memories by providing misleading information about an event after it takes place
Misinformation effect
199
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Suggestibility
Misattribution
Bias
Transcience
Persistence
Blocking
Absentmindedness
```
Seven Sins of Memory
200
Seven Sins of Memory
```
Suggestibility
Misattribution
Bias
Transcience
Persistence
Blocking
Absentmindedness
```
201
Features of language (4)
Phonemes, Morphemes, Syntax, Extralinguistic information
202
Phonemes, Morphemes, Syntax, Extralinguistic information
Features of language (4)
203
Phonemes
the sounds of our language
204
the sounds of our language
Phonemes
205
the smallest units of meaningful speech
Morphemes
206
Morphemes
the smallest units of meaningful speech
207
the grammatical rules that govern how we compose words into meaningful strings
Syntax
208
Syntax
the grammatical rules that govern how we compose words into meaningful strings
209
Extralinguistic information
elements of communication that aren’t part of the content of language but are critical to interpreting its meaning, such as facial expressions and tone of voice
210
elements of communication that aren’t part of the content of language but are critical to interpreting its meaning, such as facial expressions and tone of voice
Extralinguistic information
211
Related words often have similar-sounding initial consonant clusters
phonesthemes
212
phonesthemes
Related words often have similar-sounding initial consonant clusters
213
Pragmatics
the practical knowledge used to comprehend the intentions of a speaker and to produce an appropriate response
214
the practical knowledge used to comprehend the intentions of a speaker and to produce an appropriate response
Pragmatics
215
Social Pragmatics Account
suggests that specific aspects of the social environment structure of language learning
216
suggests that specific aspects of the social environment structure of language learning
Social Pragmatics Account
217
General Cognitive Processing Account
Proposed that children’s ability to learn language results from general skills that children apply across a variety of activities (e.g., children’s ability to perceive, learn, and recognize patterns may be all they need to learn language)
218
Proposed that children’s ability to learn language results from general skills that children apply across a variety of activities (e.g., children’s ability to perceive, learn, and recognize patterns may be all they need to learn language)
General Cognitive Processing Account
219
Linguistic determinism
view that all thought is represented verbally and that, as a result, our language defines our thinking
220
view that all thought is represented verbally and that, as a result, our language defines our thinking
Linguistic determinism
221
Linguistic relativity
view that characteristics of language shape our thought processes
222
view that characteristics of language shape our thought processes
Linguistic relativity
223
Before we read we must:
1. realize that writing is meaningful
2. understand that writing moves in a specific direction
3. learn to recognize the letters of the alphabet
4. learn that printed letters have specific sounds
224
Thinking
any mental activity or processing of information, including learning, remembering, perceiving, communicating, believing, and deciding, often in an attempt to reach a goal such as solving a problem
225
any mental activity or processing of information, including learning, remembering, perceiving, communicating, believing, and deciding, often in an attempt to reach a goal such as solving a problem
Thinking
226
Cognition
Includes both contents (what you know) and processes (how you manipulate these processes)
227
Includes both contents (what you know) and processes (how you manipulate these processes)
Cognition
228
Framing
the way a question is formulated, which can influence the decisions people make
229
the way a question is formulated, which can influence the decisions people make
Framing
230
Problem solving
generating a cognitive strategy to accomplish a goal
231
generating a cognitive strategy to accomplish a goal
Problem solving
232
Algorithm
step-by-step procedure to solve a problem (e.g., fixing a carburetor, performing a surgical procedure, making a sandwich)
233
step-by-step procedure to solve a problem (e.g., fixing a carburetor, performing a surgical procedure, making a sandwich)
Algorithm
234
Emotion
Mental state or feeling associated with our evaluation of our experiences
235
Mental state or feeling associated with our evaluation of our experiences
Emotion
236
Seven primary emotions
Anger, disgust, fear, happiness, sadness, surprise, contempt
237
Display rules
cross-cultural guidelines for how and when to express emotions
238
cross-cultural guidelines for how and when to express emotions
Display rules
239
theory of emotion that argues that body reactions precede and drive the subjective experience of emotions (I feel afraid because my heart is pounding)
James-Lange Theory
240
James-Lange Theory
theory of emotion that argues that body reactions precede and drive the subjective experience of emotions (I feel afraid because my heart is pounding)
241
a theory of emotion that argues that body reactions and subjective experiences occur together, but independently (The dog makes me feel afraid and my heart pounds).
The Cannon-Bard Theory
242
The Cannon-Bard Theory
a theory of emotion that argues that body reactions and subjective experiences occur together, but independently (The dog makes me feel afraid and my heart pounds).
243
a theory of emotion that argues that the cognitive interpretation, or appraisal, of a body reaction creates the subjective experience of emotion
The Schachter Theory or Two-factor Theory
244
The Schachter Theory or Two-factor Theory
a theory of emotion that argues that the cognitive interpretation, or appraisal, of a body reaction creates the subjective experience of emotion
245
Non-verbal Expression of Emotions
Facial features; Body language; Gestures
246
Proxemics
the study of personal space
247
the study of personal space
Proxemics
248
Public distance
3 metres (12 feet for more)
249
3 metres (12 feet for more)
Public distance
250
Social distance
1.25 to 3 metres (4 to 12 feet)
251
1.25 to 3 metres (4 to 12 feet)
Social distance
252
Personal distance
0.5 metres to 1.25 metres (1.5 to 4 feet)
253
0.5 metres to 1.25 metres (1.5 to 4 feet)
Personal distance
254
Intimate distance
0 to 0.5 metres (0 to 1.5 feet)
255
0 to 0.5 metres (0 to 1.5 feet)
Intimate distance
256
Instincts
unlearned characteristic patterns of responding that are controlled by specific triggering stimuli in the world; not thought to be an important factor in explaining goal-directed behaviour in humans
257
unlearned characteristic patterns of responding that are controlled by specific triggering stimuli in the world; not thought to be an important factor in explaining goal-directed behaviour in humans
Instincts
258
Primary drive
a psychological state that arises in response to an internal physiological need, such as hunger or thirst
259
a psychological state that arises in response to an internal physiological need, such as hunger or thirst
Primary drive
260
Secondary drive
a drive learned by association with a primary drive (e.g., the need for money)
261
a drive learned by association with a primary drive (e.g., the need for money)
Secondary drive
262
Homeostasis
the process through which the body maintains a steady state, such as a constant internal temperature or an adequate amount of fluids
263
the process through which the body maintains a steady state, such as a constant internal temperature or an adequate amount of fluids
Homeostasis
264
Incentive Motivation
external factors in the environment – such as money, an attractive person, or tasty food – that exert pulling effects on people’s actions (Incentive theories – theories that propose that we’re often motivated by positive goals)
265
external factors in the environment – such as money, an attractive person, or tasty food – that exert pulling effects on people’s actions (Incentive theories – theories that propose that we’re often motivated by positive goals)
Incentive Motivation
266
Achievement Motivation
a need for achievement that varies in strength across individuals; its strength on any given task depends on a. one’s expectations about success and b. how much value one places on succeeding at the task
267
a need for achievement that varies in strength across individuals; its strength on any given task depends on a. one’s expectations about success and b. how much value one places on succeeding at the task
Achievement Motivation
