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Psychology 1 > Motivation > Flashcards

Motivation Flashcards

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1
Q

What are biological underpinnings of motivation?

A

Need, drive, motivation

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2
Q

Underpinnings of motivation: need

A

something that is requried for survival - food, shelter, water.

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3
Q

Underpinnings of motivation: drive

A

This psychological force that compels you to go fulfill that need - eat, drink

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4
Q

Underpinnings of motivation: motivation

A

How do you fulfill you needs? explains how you’re going to accomplish your drive - motivated to drive to McDonalds

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5
Q

Theories to explain motivation

A
  1. Instinct theory
  2. Drive reduction theory and how related to negative reinforcement
  3. Arousal theory
  4. Incentive theory
  5. Cognitive theories
  6. Maslow’s hierarchy of needs
  7. Self determination theory
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6
Q

Theories to explain motivation: Instinct theory

A

instinct: innate, preprogrammed behavior that is released in response to some stimulus-unlearned, present in most all healthy members of the species-these instincts (aha fixed action patterns) manifest themselves in response to some particular environmental event (a trigger feature or sign stimulus)-criticized cuz don’t provide a clear explanation for why we behave as we do

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7
Q

Theories to explain motivation: Drive reduction

A

based on the notion that we all have fundamental needs that must be fulfilled-if we are deprived of them we will be driven to act in ways to meet those needs and return to homeostasis, an ideal internal state of balance and equilibrium-criticized cuz it doesn’t account for the wide spectrum of human behaviors, just basic needs

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8
Q

Theories to explain motivation: Arousal theory

A

Arousal theory has to do with sympathetic nervous system. Every person has a different optimal level of arousal - some people are more sensitive than others, some hate being poked, others don’t notice until hit with a bat.
People with anxiety have low level, others are bored unless doing something exciting, high optimal level of arousal
Younger people have higher levels, do more dangerous things to reach their optimal level of arousal
motivated to behave in ways that keep you at optimal level of arousal
choose friends, hobbies, jobs etc based on this.

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9
Q

Arousal theory: Yerkes-Dodson Law

A

Individual’s level of arousal and outside stimulation.
Added a piece: best performance - how do I take the arousal theory and put it into specific play, how do I optimize performance?
Boring tasks need outside stimulation to keep people focused - play classic or southern rock (depending on location) for workers on assembly lines
If doing something really hard, take away outside stimulation cuz already at optimal level of stimulation - ex. turn radio off if lost

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10
Q

Theories to explain motivation: Incentive theory

A

comes out of Learning Theories(think Skinner and Paulos).
The idea that people’s behaviors come from rewards and punishments - motivated to do things based on this, based on incentives
1) Intrinsic motivation
2) Extrinsic motivation

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11
Q

Incentive theory: Intrinsic motivation

A

internal - do something cus it makes you happy, its fun

tend to do it longer, work harder when have trouble cuz they like it

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12
Q

Incentive theory: Extrinsic motivation

A

Outside motivation - do something cuz get paid, helps get into college, if don’t do it mom takes away car
bad if shift things from intrinsic to extrinsic motivation, reward people for things they like (overjustification)
With extrinsic motivation,don’t always work as hard, cuz not doing it for you, just do because minimum to be able to sty in club, keep job, get okay grades, etc but no further

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13
Q

Theory to explain motivation: Cognitive theories

A

behavior driven by the way yu think about something - takes some of these learning theories and builds off them

1) Self efficacy
2) Cognitive consistency and cognitive dissonance

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14
Q

Cognitive theories: Self efficacy

A

you understand that the effort you put into something controls the results.
People with high self efficacy understand work hard will do well - “I can achieve what I want with hard work”, so keep working hard especially if has worked well in past.
Especially seen in little kids - find something good at so they become confident
People with high self efficacy have high intrinsic motivation, tend to pick more challenging activities, work harder

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15
Q

Cognitive theories: Cognitive consistency and cognitive dissonance

A

Proposed by Festinger

Match and mis-match between your attitudes and your behavior.

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16
Q

Cognitive theory: cognitive consistency

A

Behavior and attitudes match if cognitively consistent. Believe in helping environment, motivated to buy car that doesn’t pollute
Think about attitudes and motivated to do consistent behavior.

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17
Q

Cognitive theory: cognitive dissonance

A

Beliefs and actions don’t match - hypocrites.
This mis-match makes you feel uncomfortable , feel bad about yourself, so motivated to move towards cognitive consistency-either change attitude or actions

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18
Q

Theory to explain motivation: Maslow’s hierarchy of needs

A

humanist active in 60’s
thnks about positive side of life, the good in people
Triangle:
Bottom moving up. Must meet base level to move to next and so on.
Base of triangle: Biological/physical needs
next level up: psychological needs
tip of triangle: self actualization (my potential)

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19
Q

Theory to explain motivation: Self determination theory

A

first published in 2000 - same kind of idea as resilience, subjective well-being and positive psychology - what’s going right in psychology, how can we spread that to others
2 guys looked at happy people, people who scored high on the subjective well being scale. What did they have in common: 1)competence/mastery (good at something),
2)autonomy (having control over your life, feeling like can make decisions-kids feel this too)
3)relatedness (are you related (not biologically, friends) to other people? do others love me, do I love them, have relationships, not isolated)

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20
Q

Theory to explain motivation: Biological motivations

A

Hunger and eating & sexual motivation

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21
Q

Biological motivation: Hunger and eating: physical aspects

A

why do we get hungry?

  • energy levels get low - glucose & insulin low, body sends chemical messengers saying need food
  • hypothalamus involved (cuz involved in 4 Fs - one if feeding)
  • lateral hypothalamus - outer layers of hypothalamus say hungry, should start eating - eat, full
  • ventromedialhypothalamus activated - middle of hypothalamus, tells you done, stop, you’re full - your satiated in biological terms
  • thyroid important, controls metabolism - people with high metabolism get hungry faster - teenage boys, catches up to them when they get older, slows
  • if you don’t eat for a while, metabolism slows down cuz thinks you’re starving, so change diet and exercise slowly, don’t eat a bunch less right away cuz won’t work, kinda have to trick your body or it will just adjust
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22
Q

Hunger and eating: cultural and social aspects

A
  • food tastes good, keep eating even after full
  • social aspects: hospitality, ritual, family - eat cuz it’s expected thing to do, host offended if don’t eat their food
  • worried, sad, bored, want to stay up late - eat unhealthy food. Eating is a coping mechanism, or reward
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23
Q

Hunger and eating: obesity

A
  • many diseases associated with it - diabetes
  • rate rising, people worried about it
  • genetic predisposition - nature piece, but nurture piece too, cuz rates have been rising a lot lately
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24
Q

Hunger and eating: set point/settling point

A
  • even people who watch what they eat don’t always end up at weight they want or doctor/charts says i ideal
  • set point is where your body (what your body wants to be) ends up as an adult, when metabolism settles, what weigh naturally, difficult to change.
  • Affected by: if you stay active throughout life, genetics, cultural pieces, stress, bone size, what you’re fed as a baby, these greatly affect set point (aka settling point cuz can change a bit)
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25
Q

Biological Motivation: Sexual motivation: Reproduction

A
  • all animals that reproduce sexually are motivated to do so but most animals only have sex to reproduce, only have sex if fertile - in estrus - know female’s in estrus cuz of phenoromes
  • Buss - evolutionary psychologist, usually controversial - said males and females have different sexual motivations, explains diff behaviors - evolutionarily males want to have as many children as possible - want to spread genes, want to have a lot of sex with lots of people, someone else’s responsibility to raise them
  • females have to put a lot more time and energy cuz pregnant for a while, look for male that will support you, put energy into a few rather than hav ea billion kids, more likely to want less sex, more selectiveabout mate, want to settle down/commit more
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26
Q

Sexual motivation: sexual arousal

A
  • classical conditioning - associate things with sex - wear red shoes, later have sex, eat chocolate covered strawberries on date so goes well, then have sex - associate something with sex - where fetishes come from
  • operant conditioning too - went well when bought strawberries the first time, bring chocolate covered strawberries every time
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27
Q

Sexual motivation: biological basis of sex

A

-hypothalamus - sexual arousal not always voluntary, so autonomic NS involved too - pituitary gland too (controls glands), talks to other glands, gets other glands and hormones to kick in - testes producing testosterone and androgen, ovaries producing estrogen and progesterone
-sexual dimorphism - once kids go through puberty, see more and more differences between males and females . Humans less so than gorillas, or peacocks.
With humans: males bigger, heavier, hairier, more muscle mass, broader shoulders
-embryos are all girls until testosterone kicks in00 after 6-8 weeks, doesn’t always work perfectly - hermaphrodites and such

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28
Q

Theory to explain motivation: Psychological motivations

A

Need for achievement, Thematic Appreciation Test (TAT), Need for affiliation, Need for power, Need for aggressions

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29
Q

Psychological Motivation: need for achievement

A
  • Being able to say “I’m really good at something” - competence and mastery - can be driven by both internal and external motivation - have high need for achievement cuz achievement makes you happy or cuz it makes you $
  • People with a high need for achievement tend to pick things of moderate difficulty - not so easy that not an achievement if do it but not so difficult that no one could do it, you’ll def fail
  • to buildthis high need for achievement, set accomplishable goalds for kids and gradually make harder
  • people with high need for achievement tend to persevere longer on tasks but take failure much harder, don’t bounce bask as quickly even if not their fault
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30
Q

Psychological motivation: Thematic Appreciation Test

A
  • vague pics or stories must tell what’s going on
  • people with high sense of achievement tend to tell what’s going on is positive, they say “they’re proud of treehouse just built” - say they achieved something - start seeing this at a young age
  • kids who are 1st born infamily tend to have a high need for achievement in grades but low need for affiliation
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31
Q

Psychological motivation: Need for affiliation

A
  • making friendships, making bonds and keep them - friends, family, BF/GF
  • they need to be part of a social group
  • attachment is 1 kind of affiliation
  • moderately high need for affiliation = extroverted, friendly, outgoing - at a good functional healthy level - people tend to be good at compromising, cuz don’t want to see social group splinter - tend to seek out social support, good in the elderly
  • but at an extreme level, can be bad - insecure, desperately want to belong, can be easily manipulated, do what they know is wrong just to be accepted/belong - go along with ideas they know are bad cuz don’t want to cause waves by disagreeing
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32
Q

Psychological motivation: Need for power

A
  • can be good - wanna impact people in a positive way, change the world
  • or can be bad - need to control everyon
  • low need for power: pushover, taken advantage of
  • high need for power: problems with aggression, trouble with authority
33
Q

Psychological motivation: Need for aggression

A
  • need to inflict some sort of physical or emotional damage on other people
  • frequently associated with a ned for power
  • gender differences: girls usually demonstrate aggression more verbally, guys demonstrate aggression more physically - but not always, these gender differences are closing
  • rise in physical aggression in girls and rise in verbal aggression in boys, with how easy it is to anonymously post men stuff online
  • aggression can be good in certain sports, in going for what you want: Instrumental aggression and hostile aggression
34
Q

Instrumental aggression

A

aggression is used as a tool to reach a goal - calculated, premeditated - works well in adult world - controlled, planned out, not losing temper, useful, doesn’t usually get people in trouble

35
Q

Hostile aggression

A

aggression we worry about - comes out of frustration or problems in anger management - losing temper

36
Q

Emotion

A
  • feelings that have both physical and psychological components
  • they are subjective (ie: different people rate their feelings differently) so emotions are a difficult topic to study because 2 people have different responses to the same stimulus
  • they are a response to a specific event whereas mood is a longer lasting state that may be either a cause or effect behavior
  • they depend on cognition - how you think about your reaction to a situation
  • includes physical arousal and facial expressions
37
Q

Biological components of emotion

A
  • amygdala is important in emotional memories and anger - it seems to be more active during negative emotions
  • right hemisphere controls facial expressions and tends to process negative emotions
  • left hemisphere tends to process positive emotions
  • sympathetic nervous system raises heart rate, breathing, makes palms sweaty and mouth dry
  • adrenaline and noradrenaline in endocrine system
  • neurotransmitters epinephrine and norepinephrine in CNS
  • reticular formation helps activate a physical response to threat
38
Q

What purpose do emotions serve

A

1) prepare body for action - fight or flight in reaction to fear, anger
2) help us learn - operant conditioning teaches us to avoid situations that cause negative emotions and repeat situations that cause positive emotions
3) regulate social interactions - emotions help communicate feelings to others - we can respond to others’ fear, happiness and they can respond to you

39
Q

Development of emotions

A
  • infants cry, flail around, show a social smile, imitate other’s facial expressions
  • by 6-8 mo., they show emotions around attachment (stranger separation, anxiety)
  • baby boys tend to be more emotional than baby girls - both happier and cry more
  • toddlers develop self-soothing strategies to cope with negative emotions - remember transitional objects?
  • from a very young age, kids need to learn to regulate their emotions - this is a task that teens (and some adults) still struggle with
40
Q

Theories to explain emotions

A
  1. James-Lange Theory
  2. Cannon-Bard Theory
  3. Schachter-Singer Theory (aka 2 Factor Theory)
  4. Opponent - process theory
41
Q

Expressions of emotions: display rules

A

which emotions are socially acceptable to display, in American culture boys don’t show sad emotions, girls don’t show angry emotions

42
Q

Expressions of emotion: Facia-effect program

A

Ekman

  • biologically pre-wired to express certain emotions
  • no matter where you live, everyone will express the same emotions
  • even blind kids who have never seen a face will still make the same facial expressions
  • not all cultures deem all emotions acceptable, so can’t always read emotion on people’s faces because they might be hiding them
43
Q

Expressions of emotions: Facial feedback hypothesis

A

-if feeling no emotion you smile, your brain knows you’re smiling so you must be happy so you feel happier

44
Q

Universal Emotions

A

everyone demonstrates certain emotions no matter where they are

  1. sadness/grief
  2. fear/anxiety
  3. anger
  4. disgust
  5. happiness/joy
  6. love
45
Q

Universal emotions: sadness/grief

A
  • negative reaction to something that has some wrong at different extremes
  • help you because it is a signal to yourself and others that you need help
46
Q

Universal emotions: fear/anxiety

A

fear is an adaptive response, preps our baodies to flee danger-can learn to fear almost anything (conditioning, observation)-biologically prepared to learn some fears more quickly than others, fears that helped our ancestors respond (snakes, cliffs)-less predisposed to fear cars, electricity, global warming-amygdala is key to fear-learning-experience helps shape fearfulness or fearlessness, but so do our genes

47
Q

Universal emotions: anger

A

maladaptive-often active assertively rather than hurtfully when angry-anger can lead one to talk things over with a person and lessen the aggravation-such controlled expressions of anger are more adaptive than either hostile outbursts or internalizing the angry feelings-venting anger can be helpful though, depends on culture-emotional expression provides emotional release, or catharsis-reduce anger by releasing it through aggressive action or fantasy-temporarily calming if it does not leave us feeling guilty or anxious-but expressing anger can also breed more anger: create a habit, magnify anger, provoke retaliation-handle anger by waiting and by trying to clam yourself by writing in a diary or exercising

48
Q

Universal emotions: disgust

A
  • negative reaction to something you think of a sgross
  • started as food rejection system to food that may harm you, now disgusted by other things too; born with some of this reflex, acquirement of it culturally over time
49
Q

Universal emotions: happiness/joy

A
  • if happy, world seems better, more confident, more willing to help others (feel-goof, do-good phenomenon)
  • stressful events trigger bad moods, but the next day, the gloom lifts, maybe happier than before-even tragedy is not permanently depressing except for some exceptions (prolonged grief over loss of loved one, or lingering anxiety over personal trauma like child abuse, rape, or war)-the effect of dramatically positive events is similarly temporary
  • in the long run, increased wealth hardly affects happiness, as long as have necessities
  • happiness is relative
  • happiness bounces back to same level as before after emotional events
50
Q

Universal emotions: love

A

-Sternberg
-Triangular theory of love:
Side 1 - cognition (commitment to relationship) - family, friends, romance
Side 2 - emotion (intimacy) - family, firends, romance
Side 3 - motivation (passion) - sexual motivation

51
Q

Stress

A

What theories explain stress?
Stressor - stimulus that causes reaction
Stress - psychological and physical reaction to some stimulus
Coping response - how to deal with stress, both negative and positive

52
Q

What causes stress

A
  • differs a lot between people
  • daily more minor things bother people more and cause them more stress, than big things like house burning down
  • in major events lots of people offer to help
  • decision making - Lewin
  • mental filtering
53
Q

Decision making

A

-approach-approach decision
-avoidance-avoidance decision
approach - avoidance decision

54
Q

Decision making: approach-approach decision

A
  • how to make a choice between 2 good options
  • even after you make a decision, worry about whether or not you chose the right school
  • what if problems - worry that you will regret not choosing the other one
55
Q

Decision making: avoidance -avoidance decision

A
  • pick between 2 options you don’t like

- lesser of 2 evils decisions, which bad decision is less bad

56
Q

Decision making: approach-avoidance decision

A
  • 2 choices that both have good and bad

- make list of pros and cons for both options

57
Q

Mental filtering (aka negative filter)

A
  • let bad things go through, but not sad things
  • remember bad things that happen, and not the good things
  • people tend to outgrow this
58
Q

theories to explain emotions: James-Lange Theory

A

in a potentially emotional situation, we first recognize physiological changes, such as increased heart rate-only then do we identify the “emotion”-autonomic NS activation is seen as the root of an emotional experience-labeling of an emotion follows the bodily responses-the physical creates the emotional

59
Q

theories to explain emotions: Cannon-Bard Theory

A

aka Thalamic Theory-the recognition of physiological changes and the awareness of the emotion are processed simultaneously by the thalamus-when sensory information arrives at the thalamus that message activates the sympathetic NS and alerts the cerebral cortex at the same time-ex: hiking in woods and see bear, visual stimulus triggers flight or fight response and the emotion of fear simultaneously

60
Q

theories to explain emotions: Schachter-Singer theory (aka 2 Factor Theory)

A

adds a cognitive component to emotion-proposes that one can interpret physical sensations differently according to the context in which they occur-the same feeling of butterflies in your stomach would tell you that you are nervous before a big game, but might tell you that you’re happily excited before you open a huge bday present-there are thus two factors at work-physiological arousal and cognitive interpretation of that arousal, which sounds suspiciously like James-Lange Theory except that specific situational cues are taken into account prior to experiencing the emotion

61
Q

theories to explain emotions: Opponent-Process theory

A

when you do something dangerous, initial emotional response is fear and anxiety-after completing the task, do not merely return to homeostatic baseline but instead have an opposing feeling of happiness, even euphoria-the next time you do the dangerous thing, the primary emotion of fear is reduced, but the opposing process of elation can be just as great or greater than the first time around-can trap you in pattern of drug abuse or doing dangerous activities

62
Q

Psychoneuroimmunology

A
  • how your body will react to various stressful situations
  • how does stress impact your health
  • worry about people with high blood pressure and heart attack
  • research $ her, national Institute of Health helps
  • General Adaptation Syndrome
63
Q

Psychoneuroimmunology: General Adaptation Syndrome

A 
Polish man, Hans Selye, did work on rats, works with people too - what happens to body when stressed?
3 phases:
1. alarm
2. resistence
3. exhaustion
64
Q

General Adaptation Syndrome: alarm phase

A

would like body to do if being chased - triggering a “fight or flight” response, sympathetic NS geared up, able to respond to a psychical threat - works well for these but doesn’t do good if stress-causing thing not something you can run away from, not physical. If goes on for a while (job) then bad

65
Q

General Adaptation Syndrome: resistence

A

if sympathetic NS stays aroused for a while, heart rate goes up, but don’t feel alert and ready, feel tired and depressed, body not happy with this - sleep for a long time after this done (stress causing thing over)

66
Q

General Adaptation Syndrome: exhaustion

A

people’s ability to fight sickness after stress is over goes down, tired, too much stress - make it to vacation, spend half of vacation sick

67
Q

Psychological reaction to stress: “Tend and befriend”

A
  • proposed as an alternative to fight or flight
  • fight or flight is evolutionarily
  • tend and befriend came out of biological necessity that women couldn’t flee - pregnant or with small children
  • many stressors not physical, so tend and befriend works for both men and women
  • comes up with social network that helps you deal with stress - vent to them, get comfort
  • alternate way of coping is to lean on others, strong support network
68
Q

Psychological reaction to stress: Cognitive appraisal model of stress

A

proposed by Lazarus

  • step 1:appraise the stress (determine amount, how important, value)
  • step 2: coping strategy(how to deal with it)
69
Q

Cognitive appraisal model of stress: Problem-focused coping

A

solve problem, make problem less of a threat, study for test, practice driving etc.

70
Q

Cognitional appraisal model of stress: Emotion focused coping

A

works when situation is out of your control - meditate, listen to music to calm down

71
Q

Results of stress

A

learned helplessness

PTSD

72
Q

Results of stress: learned helplessness

A

under stress, try to help yourself, can’t, this raises stress, think can never help yourself

73
Q

Results of stress: PTSD

A

associated with war, crime victims, current events trigger memories of old events, flashbacks, bad dreams, high anxiety, agitation

74
Q

Coping with stress

A

distraction
rehearsal
social support

75
Q

Coping with stress: distraction

A

listen to music, exercise (good distractions), distract yourself can be good or bad, eat or sleep - distraction good if you limit it, if not, if keep distracting yourself, only coping method, never actually tackle problem

76
Q

Coping with stress: rehearsal

A

good ex. of problem - focused coping - do practice problems, study - role playing, practice asking parent for something, asking person to prom, practice with another person, will get better be better prepared

77
Q

emotional intelligence-experiment

A 
Mischell brought little kids, put marshmallows in front of them, said if could wait 10 mins., would get a second, but could eat 1st before and not get 2nd .  Kids who could wait longer, waited for 2nd,  had higher SAT scores later.  But later he saw that didn't automatically mean kid would be dumb if couldn't wait - if kid in an inconsistent environment, may not believe will get 2nd, so just eat 1st
-if kid in poverty, think if wait may be gone, so don't wait for 2nd so this exp. only really works in suburban middle-class families
78
Q

Emotional Intelligence

A

Daniel Goleman - science writer - wrote about emotional intelligence and how it’s a good way to measure intelligence - said it has 3 components:

  1. Can understand and control own emotions
  2. understand other people’s emotions and act appropriately
  3. understand that people are frequently driven by their emotions not rational thinking
79
Q

Why do psychologists believe that emotional intelligence is a useful predictor of future success?

A

Good for future success cuz means you’ll get along with other people
important for life, most jobs
if score high in this (EQ),usually also high in self regulation (self control) - may not be smarter than classmates but can work harder and longer
sit and focus on one thing longer - if can sit still and practice things longer, end up learning well and getting smarter - so does impact academics
possible correlation with EQ and IQ cuz of this

Psychology 1 (8 decks)

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