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B356 Motivation > Test 3 > Flashcards

Test 3 Flashcards

0
Q

Describe Clark Hull’s idea E=D x H

A

means excitatory potential or behavior threshold equals drive times habit strength

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1
Q

Explain drive theory

A

There is a need then you have the drive to reduce the behavior. So you initiate action when drive is reduced. Then you want to get rid of the anxiety you do things that reduces it however it’s not measurable

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2
Q

Describe arousal theory

A

Instead of constant reduction we are looking for an optimal stimulation level. So it can be measured by biological aspects such as heart rate, skin conductance in reaction to a stimulus

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3
Q

Describe Wundt’s curve

A

Implication is that very new things are unpleasant, somewhat new things are pleasant, and low stimulation leads to boredom

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4
Q

What are psychological reversals

A

We engage in activities for different reasons. We achieve goals which is telic or for enjoyable or immediate gratification reasons which is paratelic

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5
Q

Explain the difference between telic and Paratelic

A

Telic is (associated with preference for low arousal) goal oriented behavior, reactive, future oriented behavior, prefer low intensity of experience, avoid synergies

Paratelic - (associated with performance for arousal) process oriented behavior, proactive, a here and now orientation, prefer high-intensity of experience, and seek synergies

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6
Q

Yekes-Dodson Law

A

Your unproductive when you do not have enough stress yet and unproductive also with too much stress. So you’re always looking for an optimal production. You have higher arousal for simple task and low arousal for complex task therefore you always want moderate levels of arousal for your best performance

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7
Q

What is over motivation

A

Under pressure lowers performance and strong demand to achieve

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8
Q

What is cue utilization

A

When arousal is high core focus but when arousals low low focus (periphery).

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9
Q

What is multiple processes in relation to over motivation

A

Cognition is limited when you try to do too much then it interferes with performance.

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10
Q

What is a problem with Yetkes-Dodson Law

A

When you manipulate arousal what else are you manipulating so there’s a third variable problem. It could be considered too simple and better viewed as a hypothetical construct. And general arousal versus specific emotions

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11
Q

What is the frontal lobes role in arousal

A

Impulse and emotion control

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12
Q

What role does reticular formation play in arousal

A

Sense making and is important in learning. A network of nerve pathways that connects sensory information to the spinal cord and cerebrum.

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13
Q

What role does the limbic system play in arousal

A

Involved in expression of instincts and mood. This is where memory patterns are formed, amygdala, hypothalamus, self-preservation

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14
Q

What is BIS

A

Behavioral inhibition systems. BIS is higher activation in the right frontal lobes of the cerebral cortex therefore shy kids also have higher right activation. Increased negative affect, withdrawal related behaviors, increased susceptibility to depression, compromised coping, and more responsive to threat

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15
Q

What is BAS

A

Behavioral activation system. High BAS equals higher activation left frontal lobes. Increased positive affect, approach related behaviors, reduced susceptibility to depression, heightened coping strategies, and more responsive to rewards

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16
Q

What is the arousal explanation for extraversion and introversion

A

Extroversion has low arousal at the baseline so they need to do more to get aroused whereas introversion are already high on arousal at baseline so they don’t need to do much to get aroused

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17
Q

Explain flow

A

Task that is challenging do not experience flow or if your skill for it exceeds do not experience flow there is a well-being and happiness correlation and intrinsically motivated

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18
Q

What were the sensory deprivation study results

A

College students were asked to lay completely still for as long as they can for several days if possible and as they were inactive their cognitive abilities decreased

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19
Q

Emotion defined

A

It is related to affective experiences, related to attributions, related to arousal, leads to behaviors that are expressive, goal directed, and adaptive, and finally acts as a reinforcer

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20
Q

What is Eckman’s take on emotion

A

Emotions are universal, physiologically based and adaptive.

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21
Q

Plutchik basic emotions

A

8 emotions that u can combine, intensify, or dilute to make other emotions.

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22
Q

Circumplex model

A

Have high or low arousal on y axis and high or low pleasure on x axis.

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23
Q

Emotion-behavior link

A

Feel a certain way will energize you physically. Ready to act is key to emotional experience

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24
Cannons theory
Physical arousal of the brain through the dorsal thalamus and hypothalamus and the initial reaction the same way and all the emotions
25
Cognitive labeling - central. Schachter & Singer
Emotion = arousal + cognition Misattribution Highly aroused seemed to find attractiveness increased than when low arousal.
26
Facial autonomic connection
Specific emotion should be tied to specific facial expressions, facial expressions are associated with arousal specific to the emotion we do and then we feel, two way street
27
Facial feedback and emotions
Effects of Botox injections on emotional experience showed there was less emotions than if they did not have a talk also their pencil test about smiling or frowning
28
How do positive emotions motivate
Hedonic view or mood maintenance, mood as a resource, the mood as information, broaden and build
29
What is mood maintenance
Where you get rid of bad moods or maintain positive moods
30
What are the implications for performance associated with moods
Bad moods incentivize performance where as good moods demotivate
31
Broaden and build how does this associate with the motion
Broadens thought action repertoire, positive mood facilitates play, play builds skills, positive mood create relationships, increases resilience
32
What is altruism
A motivational state with the ultimate goal of increasing another's welfare
33
What is egoism
And motivational state with the ultimate goal of increasing one's own welfare
34
What is an egoistic reason to help others
Avoidance of stress, and makes us feel good, empathetic joy
35
why does a positive mood increased helping
Makes us think positively, helping sustains a good mood, good moods makes us want to give back to the world. think of the dime study, cookies, charity donations
36
How can negative moods increase helping
Negative state relief where sadness motivates people to engage in activities that make them feel better, people try to make up for their misdeeds or guilt
37
How does a altruistic approaches effect helping
We want the other person to feel good so there's pure empathy
38
Seminary student example
Religiosity question. Depended on how much time the participant had if they would help or not.
39
Social exchange theory
If someone helps you expect that you will need to get help from them back sometime
40
Communal relationship
Related to the person or part of your in group tend to care about each other more and are more willing to help
41
Exchange relationship
More business and about fairness
42
Instrumental aggression
Intent to harm
43
Hostile aggression
Other motivated to avoid treatment
44
Predatory aggression
Hunting or fishing
45
Intermale aggression
Males
46
Fear-induced aggression
Aggression due to confinement
47
Territorial aggression
Protective of space
48
Maternal aggression
Parental
49
Outside factors of aggression
Culture- learned, culture of honor(protection and retaliation), taught Environment - triggered displaced aggression, public humiliation
50
Inside factors of aggression
Hostile attribution bias, genes, neuroticism, impulsivity
51
Passive aggression
Parents gene or environment raised in
52
Evocative
Behavior elicits responses from environment
53
Active aggression
Environment change or selection
54
Catharsis
Writing about traumatic events makes people healthier.
55
Spiral of self justification
If vent hostility to someone it reinforces that it was ok
56
Reduce anger
Delay, distraction, relaxation, incompatible responses such as do something incompatible with anger and aggression
57
Gene x environment interactions
MAO (monoamine oxidase) predispose to neural hyperactivity in response to a threats. Abuse plus high Mao gene no antisocial behavior but with low activity of Moa increased antisocial behavior.
58
Social anxiety
Other people impact us. Impression motivation.
59
Social survival
Anxiety as a signal of social standing. Ostracism
60
Social loafing
Tendency for people to exert less effort when they pooled their efforts towards a common goal and when they are individually accountable.
61
Process loss
Aspects of group interactions that inhibit effective performance and losses due to difficulty of coordinating group members actions
62
Additive group task
Task in which outcome is the sum of all group members work. this is most susceptible to social loafing and low identifiability.
63
Disjunctive group tasks
Productivity or Outcome is defined by performance of most successful member. this is associated with social facilitation
64
Conjunctive group tasks
The outcome depends on the performance of worst member. Potential for Maximum performance gain. for example identifiability, competition, norm of not letting her down
65
How do u reduce social loafing
Make the outlet or effort of each person readily identifiable. Allow people to evaluate their own contributions for those of their group. Increase group members commitment to successful task performance. Strengthen group cohesiveness
66
Social facilitation
Tendency for people to do better on task when they are in groups
67
Task complexity
Arousal theory is associated with this. Moderate effects. If arousal is high and it's an easy task social facilitation is present. Low arousal and it's an easy task social loafing occurs. If it's higher arousal and is a difficult task their social inhibition. Finally low arousal and it's a difficult task their social security
68
Deindividulation
Loss of a person sense of individuality and a loosening of normal constraints against deviant behavior
69
Why is brainstorming in groups not a good idea.
Process loss. Social distractions. Evaluation apprehension. Social matching.
70
Social matching
Wanting to perform at the average level of the group
71
Group polarization
Original belief is stronger in a group
72
Social comparison
We comparisons to others and discover we are average. We want to be above average. We shift to a more extreme position
73
Groupthink
Go with the strongest person in the group even if it is a bad idea. As a leader do not speak your opinion first so do not encourage group think
74
Groupthink outcomes
Incomplete survey of alternative courses of action. Failure to examine risks of preferred choice. poor search for relevant information. Selective bias in information processing. Failure to develop contingency plans
75
Cohesion
Prevents creativity, introduces distractions, prevents loafing, prevents disagreement
76
Dual process of stress
It is automatic and difficult to control bodies response to stress. It's controlled and easier to control perception
77
External causes of stress
Eustress- positive events may stress u out. Stress response
78
General adaption syndrome
Alarm stage- body getting ready for stress Resistance stage-body tries to energize self to overcome stress Exhaustion stage-limited resources, death, filled adrenaline system
79
Internal causes of stress
Genes, personality, illusions of control, expectations
80
Neuroticism
Respond to negative events strongly
81
Coping with stress
Hedonic treadmill-everything we do to make happier is like being on a treadmill and causes you always to adapt back to your original state Set point.-Predisposition Adaptation
82
Naturalistic approach to stress
Personality is important. We can change. You respond stronger to events then you create a new baseline. The higher the life event more happiness
83
Problem challenge approach to stress
Attacking problem itself and recognizing the problem. Problem analysis. And plan of action
84
How do we deal with stress
Plan activities to reduce or eliminate stressors. Plan activities so that stressors come at a time when they are easier to deal with. Relax between activities. Recognized early signs of stress. Treat stress is a challenge. Stay problem focused.

B356 Motivation (3 decks)

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