Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Motivation > Quiz 6 > Flashcards

Quiz 6 Flashcards

1
Q

Wieber et al. (2011):

A

Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen.

Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it).

Group 2 was not asked to form an implementation intention.

Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

(rev)

high effort

A

Difficult goals stimulate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

(rev)

Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance.

To facilitate action, people need to find the means by which they will accomplish the goal.

A

Mental Simulations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

(rev)

High Inhibition

A

Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

(rev)

underlies Goal Striving (think about what they need to do to attain the chosen goal).

A

Implemental mindset

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

(rev)

the person exits the plan

A

In TOTE, if and whenever the present matches the ideal, the person ________ the plan.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Discrepancy reduction

A

based on a feedback system.

The environment provides feedback about how well the current performance matches with the ideal one.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

(rev)

based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.

A

Discrepancy creation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

People with different mindsets have different ______, _________, or ________.

A

ways of thinking, behaving, or coping.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

(rev)

Group 1: Outcome Simulation (Focus on the Goal)

Visualize yourself getting a high grade on your psychology midterm… imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind.

Group 2: Process Simulation (Focus on Implementation Intentions)

Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind.

Results: students in the second condition studied more and made better scores.

A

Experiment by Pham & Taylor (1999):

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

(rev)

goals reflect our interests, needs, values and preferences.

A

Self-congruent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

(rev)

are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.

A

Cognitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

(rev)

undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).

A

Deliberative mindset

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Deliberative mindset

A

undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

(rev)

moderate effort.

A

Medium goals stimulate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

______ is directly proportional to the difficulty of the goal.

A

effort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Mindsets can be a ________ or __________.

A

personality disposition or can be situationally determined (family, culture,
social group)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Goal specificity

A

refers to how clearly a goal informs us precisely what we

need to do.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Implemental mindset

A

underlies Goal Striving (people in a implemental mindset think about what they need to do to attain the chosen goal).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

(rev)

Fixed mindset

A

People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).

A

Leadership motive pattern

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

(rev)

the type of goal we set.

A

Key determinant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

(rev)

  1. Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started.
  2. Finishing up. People have trouble persisting and finishing when
    they encounter distractions and interruptions
A

Implementation Intentions facilitate goal-directed behavior in two ways:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

(rev)

how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.

A

Goal difficulty refers to

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Goals vary in _______, __________, and _________.

A

difficulty, specificity, and congruence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

2 types of discrepancy

(or incongruity):

A
  1. Discrepancy reduction

2. Discrepancy creation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

(rev)

a cognitive framework that influences our thinking, feeling, behavior, and decision making.

A

Mindset

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

In TOTE, if and whenever the present matches the ideal, the person ________ the plan.

A

exits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Medium goals stimulate

A

moderate effort.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Self-discrepant goals

A

are in conflict with our self and what we want.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

(rev)

means to specify in advance the goal-striving process

“when, where, and how” a person has to act in order to accomplish a goal.

A

Implementation Intentions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

(rev)

mismatch motivates the individual to operate on the environment with a planned sequence of action.

A

In TOTE model, Operate is a

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

In TOTE model, As long as ______ persists, action (“operate”) continues.

A

incongruity

34
Q

(rev)

effort

A

______ is directly proportional to the difficulty of the goal.

35
Q

(rev)

Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen.

Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it).

Group 2 was not asked to form an implementation intention.

Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.

A

Wieber et al. (2011):

36
Q

3 mindsets:

A
  1. DELIBERATIVE-IMPLEMENTAL
  2. PROMOTION-PREVENTION
  3. GROWTH-FIXED
37
Q

(rev)

little effort.

A

Easy goals stimulate ________

38
Q

Difficult goals stimulate

A

high effort

39
Q

People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed

A

Fixed mindset

40
Q

(rev)

Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict).

Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”).

Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal.

Results: a majority of student in group 1 accomplished their goal.

A

Gollowitzer & Brandstatter (1997):

41
Q

No significant difference emerges among people with ____________

A

short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.

42
Q

(rev)

  1. Discrepancy reduction

2. Discrepancy creation

A

2 types of discrepancy

(or incongruity):

43
Q

Easy goals stimulate ________

A

little effort.

44
Q

People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money…)

A

Promotion mindset

45
Q

People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.

A

Growth mindset

46
Q

In TOTE model, Operate is a

A

mismatch motivates the individual to operate on the environment with a planned sequence of action.

47
Q

Experiment by Pham & Taylor (1999):

A

Group 1: Outcome Simulation (Focus on the Goal)

Visualize yourself getting a high grade on your psychology midterm… imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind.

Group 2: Process Simulation (Focus on Implementation Intentions)

Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind.

Results: students in the second condition studied more and made better scores.

48
Q

(rev)

Leadership motive pattern

A

Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).

49
Q

Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.

A

High Inhibition

50
Q

Key determinant

A

the type of goal we set.

51
Q

(rev)

Prevention mindset

A

People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)

52
Q

(rev)

ways of thinking, behaving, or coping.

A

People with different mindsets have different ______, _________, or ________.

53
Q

(rev)

are in conflict with our self and what we want.

A

Self-discrepant goals

54
Q

Mental Simulations

A

Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance.

To facilitate action, people need to mentally simulate the means by which they will accomplish the goal.

55
Q

(rev)

difficulty, specificity, and congruence.

A

Goals vary in _______, __________, and _________.

56
Q

Mindset

A

a cognitive framework that influences our thinking, feeling, behavior, and decision making.

57
Q

(rev)

we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).

A

Solution to distractions from a goal

58
Q

Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:

A
  1. high need for power;
  2. low need for intimacy/affiliation;
  3. high inhibition
59
Q

Goal difficulty refers to

A

how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.

60
Q

The cognitive mechanism by which plans energize and direct behavior is the _____________.

A

Test-Operate-Test-Exit (TOTE) model.

61
Q

(rev)

  1. DELIBERATIVE-IMPLEMENTAL
  2. PROMOTION-PREVENTION
  3. GROWTH-FIXED
A

3 mindsets:

62
Q

(rev)

based on a feedback system.

The environment provides feedback about how well the current performance matches with the ideal one.

A

Discrepancy reduction

63
Q

(rev)

Growth mindset

A

People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.

64
Q

(rev)

  1. high need for power;
  2. low need for intimacy/affiliation;
  3. high inhibition
A

Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:

65
Q

(rev)

Test-Operate-Test-Exit (TOTE) model.

A

The cognitive mechanism by which plans energize and direct behavior is the _____________.

66
Q

(rev)

goal striving, effort, persistence, focused attention and strategic planning.

A

GOAL STRIVING

67
Q

(rev)

personality disposition or can be situationally determined (family, culture,
social group)

A

Mindsets can be a ________ or __________.

68
Q

In TOTE model, test means:

A

we compare the present state against the idea.

69
Q

GOAL STRIVING

A

goal striving, effort, persistence, focused attention and strategic planning.

70
Q

(rev)

Promotion mindset

A

People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money…)

71
Q

(rev)

incongruity

A

In TOTE model, As long as ______ persists, action (“operate”) continues.

72
Q

(rev)

short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.

A

No significant difference emerges among people with ____________

73
Q

Gollowitzer & Brandstatter (1997):

A

Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict).

Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”).

Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal.

Results: a majority of student in group 1 accomplished their goal.

74
Q

(rev)

refers to how clearly a goal informs us precisely what we

need to do.

A

Goal specificity

75
Q

Solution to distractions from a goal

A

we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).

76
Q

Implementation Intentions

A

means to specify in advance the goal-striving process

“when, where, and how” a person has to act in order to accomplish a goal.

77
Q

Implementation Intentions facilitate goal-directed behavior in two ways:

A
  1. Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started.
  2. Finishing up. People have trouble persisting and finishing when
    they encounter distractions and interruptions
78
Q

Self-congruent

A

goals reflect our interests, needs, values and preferences.

79
Q

Discrepancy creation

A

based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.

80
Q

(rev)

we compare the present state against the idea.

A

In TOTE model, test means:

81
Q

People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)

A

Prevention mindset

82
Q

Cognitions

A

are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.

Motivation (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions