PSY220 - 6. Mechanisms of motivated cognition & Intrinsic motivation Flashcards

Question

Fein & Spencer (1997)

Answer 1

Compensate for below self esteem by deregating others. Exhibited prejudice when negative feedback. Prejudice when we have low self-esteem

Answer 2

participants rated woman that was Jewish when receiving negative feedback. Compensate for below self esteem by deregating others. Exhibited prejudice when negative feedback. Prejudice when we have low self-esteem.

Answer 3

1. Whites received feedback 2. positive vs. negative 3. Evaluator: Black vs. White 4. Other observed someone else receive one of these types of feedback. – watch through 1 way mirror 5. subjects did word-fragment completion task competed with Black stereotype.

Answer 4

motivated to inhibit Black stereotype when receive praise from Black person motivated to activate stereotype receive criticism from Black person

Answer 5

To rule out nonmotivational explanation: Other ppl were dispassionate observers – shown same pattern as actual subjects. Weren’t insulted/praised by anybody. Must be some sort of priming.

Answer 6

SELF Evaluator Black White Positive no stereotype activation little activation Feedback(less than for White evaluator) Negative LOTS OF activation little activation Feedback

Answer 7

motivated defense: protect self esteem – self enhancement biases undergrads rate themselves on random activities – vast majority rate themselves above average – sef enhancement – statistical impossibility illusory correlation/representative heuristics

Answer 8

not a representative sample – undergrads from prestigous schools – reporting honestly – they are above average – more instances of success than failure these explanations do not involve motivation – need to be able to rule these out

Answer 9

tendency for intrinsic motivation to diminish for activities that have become associated with reward/other extrinsic factors. Enjoy it less when you get paid

Answer 10

motivation originates from within person (doing something “for its own sake,”) more powerful, tend to perform better

Answer 11

motivation that originates from outside the person (the situation) (the activity is a means to an end) overjustified: like activity less because you situationally discount

Answer 12

not a representative sample – undergrads from prestigous schools – reporting honestly – they are above average – more instances of success than failure these explanations do not involve motivation – need to be able to rule these out

Answer 13

Mere offering of a reward implies that it’s an undesirable activity Discounting: 2 plausible reasons why I’m doing this activity – studying for test

Answer 14

Inherently interested/studying for test – reduced confidence in either Sometimes extrinsic motivation is necessary can reduce intrinsic motivation on tasks you like due to discounting

Answer 15

1. children opportunity to play with colorful felt-tipped markers. measure degree of intrinsic motivation 2. 2 weeks later, children divided into 3 groups, equal in terms of initial levels of intrinsic motivatio

Answer 16

1 group told that if they used markers would receive “Good Player Award,” certificate. 3rd group, not offered reward, but given reward afterward (surprise)

Answer 17

3. One week later DV: Amount of time each child spent playing with markers (reflecting his/her level of intrinsic motivation) Expected reward Unexpected reward Control Decrease = =

Answer 18

expected to get the certificate + received it – one week later no longer interested in markers. expected reward condition, intrinsic motivation goes down. expect to get the reward, more likely to think you are doing it for reward not because you like it. In unexpected reward, didn’t know they were getting it, so they didn’t think they were doing it for a reward

Answer 19

Reward can undermine rather than enhance intrinsic motivation. Yes, “bribe,” no if “bonus.” workers think they doing this for the money, feels more like work. Quality of work tends to be higher more creative when intrinsically motivated – relative difference

Answer 20

increases when you feel autonomous, rather than controlled Free will vs. coerced/determined Not from environment but can still decrease internal motivation -Artists -Office workers

Answer 21

Why some ppl display adaptive reactions for failures 2 key patterns that people display after failure: 1)helpless pattern 2)mastery-oriented pattern

Answer 22

1) once failure occurs, situation is out of control 2) denigration of own intelligence/ability 3) plunging expectations,

Answer 23

4)negative emotions, 5)lower persistence/deteriorating performance Cycle of self-fulfilling prophecy within one person’s head failure→global attributions (self as incompetent, beyond task at hand)

Answer 24

We often don’t realize that the theory we concoct to support our conclusion could also support the opposite conclusion

Answer 25

1)solved 8 easy logic problems 2)4 very difficult problems 3)8 new easy problems Questionnaire used to assess mastery-orientation vs. help-orientation

Answer 26

DV’s: performance on last 8 problems, strategies used, plus thoughts + feelings they spontaneously uttered (asked to talk aloud as they worked on problems). Mastery-oriented better on all DV’s

Answer 27

performed better on last 8 questions. Equal on first 8 between helpless + mastery oriented. Only when helpless encountered difficulty that they fell to piecces while mastery oriented recovered helpless no longer could solve problems of same easiness

Answer 28

setback activate debilitating mind set that impeded performance. In other words…made FAE on themselves Overweighted dispositional attribution – didn’t take into account temporary situation.

Answer 29

Belief performance direct reflectance of underlying ability + disposition Situational factors: emotional state, sleep, difficulty, preparedness Conveying that performance = ability makes children vulnerable to helpless pattern

Answer 30

1. informed subjects that a given trait (randomly varied: extraversion or introversion) is associated with academic and professional success. (In other words, experimenters instilled motivation to possess that trait). 2. asked to list memories of past behaviors that reflected their standing on the introversion-extraversion dimension.

Answer 31

2) all students told they got very good score 3) Students in control group: feedback stopped there. Students in intelligence-praise group, Students in effort-praise group, “You must have worked really hard.” 4) 2nd set of problems – much harder, poorer performance 5) 3rd set – same level of easiness as first set.

Answer 32

must be smart you must have worked hard controls lowest performance highest middle simple differences in feedback led to profound differences in way children saw themselves and led to major differences in their performance

Answer 33

Chronic tendencies take over after temporary endorsements Don’t tell kids they’re smart – convey damaging message – link performance with ability Over and above diff within ppl, some performance diff may be accounted for by psychology Holding themselves back due to bad reaction to failure

Answer 34

Concoct a theory plausible for both Extraverts – connections Introverts – focused, can work alone Half motivated to be introverted/half motivated to be extraverted Wrote down more introverted than extraverted/extraverted than introverted

Answer 35

Subjects were: one group who, in childhood, had mothers who had worked (a job) vs. a second group whose mothers had not worked. Subjects asked which type of mother (working vs. nonworking) would more likely lead to children who are happily married.

Answer 36

both theories plausible: nonworking – home, focus on children/working – role model for industriousness, balance. Had a working mother = thought that was better. Had a nonworking mother = thought this was better. Latch onto self-enhancing info.

Answer 37

Most ppl not delusional Those who brag even when they suck – delusional Self enhance within constraints of reality Bring in participants that are actually extraverts + introverts Already extraverts – slightly less extravert, not become introverts even with motivation: they know who they are

Answer 38

Dunning and colleagues: we take advantage of ambiguity in the world. Dunning found that people rated themselves as extraordinary on ambiguous traits (like “sensitive” and “idealistic”), but more honestly on unambiguous traits like “punctual.”

Answer 39

Take advantage of ambiguity, no gold standard of measurement No wiggle room – rate themselves honestly Greater self-enhancement when there’s wiggle room

Answer 40

Doosje et al. (1995): 1. ½ subjects given desirable info (their group is more prosocial than a rival group) or ½ undesirable info (less prosocial). 2. ½ told this info based on a small sample, ½ told info based on a large sample.

Answer 41

Desirable info Undesirable info Large sample accepted accepted Forced to accept accepted rejected Small sample Example of motivated cognition Turn on critical faculties with undesirable info Relaxing critical faculties with desirable info

Answer 42

Shouldn’t be rejecting info either way Uncritical – desirable/critical – undesirable Medical sample – stays the same colour – bad/good news Good news: stop/bad news: retesting Bad news: turn on critical faculties/good news: relax critical faculties

Answer 43

Kruglanski and colleagues: reaching cognitive closure, just simply finishing the task, can often be a goal in its own right. Want to finish a cognitive task

Answer 44

Less concerned with accuracy – optimal solution – all we need is good enough solution Bring decision making process to a close Avoid closure – try to prolong decision making process - enjoyable

Answer 45

1. time pressure 2. task tedium 3. no costs for making an error Also: NFC can vary as a chronic, personality variable (assessed using the NFC questionnaire). Situationally manipulable

Answer 46

When in a state of needing closure, our cognition is often characterized by “freezing” early on, as soon as we settle on some provisional answer. Stopped processing after a bit of info – make it likely to exhibit primacy effects

Answer 47

1. But 1/3 of the subjects told that after this task, they would get to watch a collection of comedy clips. 2. Another 1/3 told that after this task they would have to listen to a lecture on statistics. 3. Final 3rd told afterwards they will do task as interesting as the current task.

Answer 48

Quick closure Neutral Avoid closure No choice 2.31 3.76 7.08 Free choice 1.69 2.27 2.13 Quick closure: less effort, more exaggerated FAE

Answer 49

Avoid closure: more effort, less FAE – significant difference – situational discounting for no choice avoid closure Neutral: replication of FAE Certain motivations can increase or decrease the likelihood of stereotype activation.

Answer 50

1. subjects took intelligence test 2. randomly given positive or negative feedback 3. in a seemingly unrelated study, asked to evaluate a woman described as a candidate for a job, based on her application and videotaped excerpts of her interview. 4. woman portrayed as Jewish vs. non-Jewish by giving her a Jewish name or a non-Jewish name and having her wear a visible star of David or a cross in the video clip. I.e., same woman, different ethnic markers

Answer 51

participants rated woman that was Jewish when receiving negative feedback. Compensate for below self esteem by deregating others. Exhibited prejudice when negative feedback. Prejudice when we have low self-esteem.

Answer 52

participants rated woman that was Jewish when receiving negative feedback. Compensate for below self esteem by deregating others. Exhibited prejudice when negative feedback. Prejudice when we have low self-esteem.

Answer 53

1. Subjects (Whites) received feedback on a test they had taken. 2. Feedback was: positive vs. negative 3. Evaluator was: Black vs. White 4. Other subjects only observed someone else receive one of these types of feedback. – watch through 1 way mirror

Answer 54

5. Then, as part of an apparently unrelated study, subjects did a word-fragment completion task in which several fragments could be competed with words related to Black stereotype. (Example: P_ _ R)

Answer 55

You will be motivated to inhibit Black stereotype when you receive praise from a Black person (you are motivated to think highly of people who praise you); you will be motivated to activate stereotype when you receive criticism from Black person (you are motivated to think negatively of people who trash you) To rule out nonmotivational explanation: Other ppl were dispassionate observers – shown same pattern as actual subjects, can’t claim that it’s a motivated process. Weren’t insulted or praised by anybody. Must be some sort of priming

Answer 56

SELF Evaluator Black White Positive no stereotype activation little activation Feedback(even less than for White evaluator) Negative LOTS OF activation little activation Feedback No diff in stereotype activation

Answer 57

OTHER Black White Positive little stereotype activation little stereotype Feedback Negative little stereotype activation little stereotype Feedback

Answer 58

Intrinsic rewards become less rewarding when paired with external rewards

Answer 59

The tendency for intrinsic motivation to diminish for activities that have become associated with reward or other extrinsic factors. Enjoy it less when you get paid

Answer 60

motivation that originates from within the person (doing something “for its own sake,” not for the sake of reward, e.g., studying for the love learning) more powerful, tend to perform better

Answer 61

motivation that originates from outside the person (the situation) (the activity is a means to an end, e.g., studying only because of the exam) overjustified: like activity less because you situationally discount

Answer 62

motivation that originates from outside the person (the situation) (the activity is a means to an end, e.g., studying only because of the exam) overjustified: like activity less because you situationally discount

Answer 63

More common during childhood to be rewarded for undesirable activities Mere offering of a reward implies that it’s an undesirable activity Discounting: 2 plausible reasons why I’m doing this activity – studying for test

Answer 64

Inherently interested/studying for test – reduced confidence in either Sometimes extrinsic motivation is necessary Extrinsic motivation can reduce intrinsic motivation on tasks you like due to discounting

Answer 65

1. gave children opportunity to play with colorful felt-tipped markers…something these children loved to do. By observing how much time the children spent on the activity, they were able to measure the degree of intrinsic motivation. 2. Two weeks later, children divided (randomly) into 3 groups, all about equal in terms of initial levels of intrinsic motivation.

Answer 66

In one group, children asked simply to draw dome pictures with the markers. In a second, told that if they used the markers they would receive a “Good Player Award,” a certificate with a gold star and a red ribbon (very cool). In third group, not offered reward for drawing pictures, but given reward afterward (surprise!).

Answer 67

3. One week later, teachers placed the markers and paper on a table in the classroom and experimenters observed through a one-way mirror. DV: Amount of time each child spent playing with the markers (reflecting his or her level of intrinsic motivation).

Answer 68

those who expected to get the certificate + received it – one week later no longer interested in markers. In expected reward condition, intrinsic motivation goes down. Expectation part is critical to this. When you expect to get the reward, more likely to think that you are doing it for reward not because you like it. In unexpected reward, didn’t know they were getting it, so they didn’t think they were doing it for a reward. When you think about doing it for a reward, that’s when intrinsic motivation goes down.

Answer 69

Expected reward Unexpected reward Control | Decrease = =

Answer 70

Reward can undermine rather than enhance intrinsic motivation. Yes, if framed as a “bribe,” no if framed as a “bonus.” Once workers think they are doing this for the money, then work feels more like work. Monetary rewards more helpful when framed as bonus rather than bribe. Quality of work tends to be higher. commisioned work less quality than autonomy more creative when intrinsically motivated – relative difference

Answer 71

Intrinsic motivation increases when you feel autonomous, rather than controlled. Free will vs. coerced/determined behaviour Not from environment but can still decrease internal motivation -Artists -Office workers

Answer 72

Why do some ppl display adaptive reactions for failures Dweck & colleagues: two key patterns that people display after failure: 1) helpless pattern 2) mastery-oriented pattern

Answer 73

1) a view that once failure occurs, the situation is out of their control, 2) a general denigration of their own intelligence or ability,

Answer 74

3) plunging expectations, 4) negative emotions, 5) lower persistence / deteriorating performance. Cycle of self-fulfilling prophecy within one person’s head Helpless pattern: failure→global attributions (indictment of self as incompetent, beyond the circumscribed task at hand)

Answer 75

hardy responses to failure because students remain focused on achieving mastery in spite of their present difficulties. – more likely to think “1 step back to lead to 2 steps forward”

Answer 76

1) children solved 8 easy logic problems. 2) children next went on to 4 very difficult problems 3) children given 8 new easy problems How did they respond? Questionnaire used to assess mastery-orientation vs. help-orientation.

Answer 77

DV’s: performance on last 8 problems, strategies used (good vs. bad), plus thoughts and feelings they spontaneously uttered (asked to talk aloud as they worked on problems). Mastery-oriented better on all DV’s

Answer 78

performed better on last 8 questions. Equal on first 8 between helpless + mastery oriented. Only when helpless encountered difficulty that they fell to piecces while mastery oriented recovered. Most striking: helpless children no longer could solve the problems of the same easiness that they solved with no problem prior to the setback!

Answer 79

! In other words, the setback seemed to activate a debilitating mind set that not only led to self-recrimination but actually impeded their performance. In other words…made FAE on themselves! Overweighted dispositional attribution – didn’t take into account temporary situation.

Answer 80

Belief that performance direct reflectance of underlying ability + disposistion Situational factors: emotional state, sleep, difficulty, preparedness Conveying that performance = ability makes children vulnerable to helpless pattern

Answer 81

Can be a bad thing. Even good praise can result in helpless pattern. May not be well equiped when they fail. Process oriented praise: tried really hard, thought it through, good strategy as opposed to “you’re smart/brilliant”

Answer 82

2) all students told they got a very good score. 3) Students in control group: feedback stopped there. Students in intelligence-praise group: Experimenter continued saying, “You must be very smart.” Students in effort-praise group, “You must have worked really hard.” 4) 2nd set of problems – much harder, much poorer performance. 5) 3rd set – same level of easiness as first set.

Answer 83

you must be smart you must have worked hard controls lowest performance highest middle Thus, these simple differences in feedback led to profound differences in the way the children saw themselves and led to major differences in their performance!!

Answer 84

Chronic tendencies take over after temporary endorsements. Don’t tell kids they’re smart – convey damaging message – link performance with ability Over and above diff within ppl, some performance diff may be accounted for by psychology Holding themselves back due to bad reaction to failure