M1 needs and motives Flashcards

1
Q

3 similarities between TT and NM approaches

A

1) both believe there’s a basic set of dispositional elements that make up personality

2) focus on individual differences in personality (people can be low, med, or high on each dimension)

3) think disposition causes behavior

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2
Q

difference between TT and NM

A

TT addresses what people do and how they behave (descriptive)

NM addresses why people do what they do (explanatory)

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3
Q

who is considered the father of the NM approach

A

henry murray

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4
Q

how did henry murray conduct his studies? idiographic or nomothetic? who and what type of questions?

A

idiographic

studied less than 50 harvard males

asked very in depth questions about their life history while using lights, cameras, and sensors

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5
Q

who was henry murray inspired by?

A

carl jung

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6
Q

what paper did henry murray write? what 2 things did he introduce in that paper?

A

“explorations in personality”

1) personology: a scientific study of a whole person (their life history)

2) introduced new terms so professionals in different fields could discuss the same topics

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7
Q

henry murray’s definition of a need (3 parts)

A

1) grounded in the brain

2) causal role in perception, thought, and behavior

3) work via a tension-reduction principle

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8
Q

what are murray’s 2 types of needs

A

1) viscerogenic - primary, biological, physical satisfaction (operate according to bodily events)

2) psychogenic - secondary, psychological, mental satisfaction (operate according to deficit-reduction model)

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9
Q

4 points about psychogenic needs

A

1) strength of a psychogenic need can change based on the situation

2) they are the most important determinants of personality

3) everyone has all 27 but the strength of each varies within each person

4) strength of the need determines its importance in predicting behavior

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10
Q

what is press

A

tendency of the environment/environmental factors to facilitate or prevent the expression of a need

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11
Q

what are the two types of press

A

alpha: objective - would activate the need for anyone in that situation/environment (ex. parents lock you in your room and tell you that you can’t see your friends)

beta: perceived/subjective - would only activate the need for some people in that environment (ex. parents tell you it’s too snowy/dangerous to drive so you can’t go see your friends)

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12
Q

2 problems with measuring needs

A

1) murray believed needs were unconscious –> can’t do self report

2) limited value of observation and rating methods (needs are often latent and don’t openly manifest in behavior; there is not a 1-1 correspondence between a need and a behavior)

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13
Q

murray’s solution to measuring needs

A

projective tests (thematic apperception test)

people write a story about an ambiguous stimulus –> project their needs onto the characters

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14
Q

rationale behind the TAT (3 points)

A

1) it’s a projective test –> participant projects what’s inside of them onto the characters

2) the researcher interprets the story

3) it’s subjective - the researcher projects onto the stimulus and the story (this is problematic)

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15
Q

Murray discussed needs; who came up with a motives approach?

A

McClelland

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16
Q

what problem of murray’s need approach does McClelland’s motive construct address

A

subjective interpretation of projective tests

17
Q

McClelland’s definition of a motive? where are they grounded?

A

a desire to satisfy a need in order to feel emotion

he believed motives were grounded in learned emotional experiences (not like murray’s needs which are grounded in the brain)

18
Q

2 points of McClelland’s approach (how did he come up with his theory and scoring system?)

A

1) used bottom-up experiments to determine motive content (data –> theory)
- activated the need group (Tx group) by priming with need-related content
- compared need group and ctrl group’s TAT stories
- any dif between the groups’ stories must be from need activation –> each dif = 1 point

2) assess real participants’ motives with the scoring system

19
Q

McClelland’s big 3 motives

A

achievement, affiliation, power

20
Q

achievement motive - definition, TAT content, what it’s related to

A

desire to do things well/efficiently

character accomplishes something great

like moderately difficult tasks, like immediate feedback, persistent, business success, cheating, future tense, restless/likes travel

21
Q

power motive - definition, TAT content, related to

A

desire to impact others

character feels stronger/more influential than others

active/forceful/influential behavior in small group settings, holding elected office, good leaders, accumulate prestigious items, arguing, writing letters to the newspaper, precocious/exploitative sexual activity (men only)

22
Q

affiliation motive - definition, TAT content, related to

A

desire to establish, maintain, restore relations

character strives to improve or mend relations with someone else

more time in social activities, initiating contact/friendships, people pleaser, more non-business calls, write more letters, want to be liked

23
Q

affiliative presidents

A

HW bush, W bush, JFK

24
Q

achievement presidents

A

carter, clinton, nixon, hoover

25
power presidents
JFK, truman, W bush
26
benefit to McClelland's scoring approach
can score any written content
27
McClelland's 2 types of motives - what are they grounded in? how to measure?
implicit - unconscious, grounded in early emotional experience, learned, measure with TAT self-attributed - conscious, grounded in cognitive values and self-concept, measure by self-report
28
Can a motive be implicit and self-attributable?
yes, people with high body awareness have a high implicit motive and are aware/can self-report it
29
strength of NM approaches
addresses the why of human behavior
30
weaknesses of NM approaches (2)
1) somewhat arbitrary list of needs (not deduced systematically like dimensions with FA) 2) missing overarching model - nothing like eysenck's hierarchical model; doesn't say how stable NM are, how they develop, how they interact with traits to produce behavior