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PSYC 100 > U09 - Motivation & Emotion > Flashcards

U09 - Motivation & Emotion Flashcards

1
Q

Motive

A
  • internal force that moves individuals to act in a certain way
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2
Q

Instincts

A
  • innate, genetically endowed, do not require learning
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3
Q

Homeostasis

A
  • process by which organisms maintain stable internal environment despite changes in the external environment
  • must compensate for changes in the environment to keep the internal environment within range
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4
Q

Drive

A
  • internal state of arousal or tension caused by deviation from homeostatic set-point
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5
Q

drive reduction

A
  • drives organisms to engage in activities that will reduce this tension and restore homeostasis
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6
Q

Congenital insensitivity to pain (CIP)

A
  • rare genetic disease characterized by complete inability to perceive pain
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7
Q

pain

A
  • pain is crucial for protecting from injuries
  • pain is our body’s way of telling us to pay attention to something that could cause tissue injury or death
  • captures attention and motivates action
  • supersedes other goals we may have in the moment
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8
Q

Pain matrix

A
  • Experiences of social loss or exclusion may engage some of the regions in pain matrix
  • like being left out of a game, recalling an unwanted breakup, etc
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9
Q

Sensory component of pain

A
  • pain signals provide specific information about what is happening
  • this is the sensory component of pain (eg. somatosensory cortex)
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10
Q

Affective component of pain

A
  • motivation for a specific response
  • this is the affective component of pain (eg. dorsal anterior cingulate cortex anterior insula)
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11
Q

reward (used 3 ways in psyc literature)

A
  1. something we want
  2. something we like
  3. something that serves as a reinforcer in learning
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12
Q

Wanting

A
  • the desire for a reward, sense of anticipation
  • typically measured by amount of effort individual will exert to obtain the reward
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13
Q

Liking

A
  • the subjective feeling of pleasure we experience when we receive a reward
  • the hedonic gloss
  • that pleasure
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14
Q

Alliesthesia

A
  • reward value of stimulus increases with effectiveness of that stimulus in restoring homeostasis
  • eg. food tastes better when you’re hungry
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15
Q

Neurobiological substrates

A
  • different brain regions are preferentially engaged by reward wanting vs. reward liking
  • even within the same brain structure, dissociation is evident
    (hedonic “hot spots” in the nucleus accumbens shell for “liking.” Wanting more widely distributed throughout the nucleus accumbens shell and core)
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16
Q

Dopamine

A

for wanting

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17
Q

Opioids

A
  • for liking
  • play a role both in pain modulation and hedonic reward experience
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18
Q

Reward and pain are interconnected

A
  • extensive similarities in neurobiological substrates of pain and pleasure
  • pain can inhibit perception of reward
  • reward may decrease pain perception (placebo effects)
  • relief from pain is more than simply an attenuation of pain, it is pleasurable
  • strength of signal and pleasure of relief depends on degree to which negative expectancy is violated
  • pessimists (who generally hold more negative expectations) experience greater dread of adverse event and greater relief when adverse event is avoided
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19
Q

nucleus accumbens

A

???

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20
Q

Harry Harlow (1958) on love (and monkey experiment)

A
  • love and affection can, and should be, studied scientifically
  • point of departure for study of love: the affectionate bond of a child for its mother

experiment
- infant monkeys raised alone in a lab showed severe developmental issues
- noted strong attachment the laboratory-raised infants developed to the soft cloth pads used to cover the floor of their cages
- made two types of surrogate mothers, one wire hard and one covered in soft cloth
- so conclusion: attachment isn’t just about food, the monkeys preferred the cloth, they spent their most time with it

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21
Q

John Bowlby’s attachment theory (1969)

A
  • took evolutionary perspective
  • infants cannot survive without caregiver to protect them from harm - some mechanism must be in place to keep infants close to caregivers
  • posits the existence of a universal, evolved biobehavioral system (attachment system) that motivates maintenance of proximity to caregivers (attachment figures) in infancy/childhood, thus promoting survival
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22
Q

attachment behavioral system

A
  • conceptualized attachment behavioral system as akin to a control system
  • basic example - thermostat for regulating room temperature
  • instead of regulating temperature, regulates safety
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23
Q

attachment system

A

universal, evolved biobehavioral system

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24
Q

attachment figures

A

proximity to caregivers

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25
Q

opioid agonist administration

A
  • leads to reduction in separation distress (behaviorally similar to the effects of reunion with mom)
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26
Q

opioid antagonist administration

A
  • reduces quieting effects of social reunion
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27
Q

Naltrexone

A
  • some evidence that naltrexone (a opioid antagonist) decreases feelings of social connections and reward-related brain activity when reading messages written by loved ones or viewing their pictures
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28
Q

Hunger pangs

A
  • correlation between stomach contractions and sensation of hunger
  • not essential for hunger
    hunger persists following stomach removal
  • may experience hunger even on a full stomach
29
Q

glucose

A
  • type of sugar that serves as primary source of energy for the body’s cells
30
Q

glucostatic hypothesis

A
  • low glucose levels serve as internal hunger cue
31
Q

lipostatic hypothesis

A
  • body regulates food intake and energy expenditure over the long-term based on amount of stored fat
32
Q

leptin

A
  • fat cells secrete the hormone leptin
  • high levels signal that fat reserves are fine; no need to eat more
  • low levels of leptin indicate that fat reserves are low, trigger eating behavior to replenish energy stores
33
Q

body weight set point

A

???

34
Q

metabolic rate

A
  • rate at which energy is used
35
Q

hypothalamus

A
  • receives signals related to levels of glucose, leptin, and other hunger and satiety hormones
36
Q

lateral hypothalamus

A
  • go signal
  • electrical stimulation: feeding (even in well-fed animals)
  • lesions: loss of interest in food
37
Q

ventromedial hypothalamus

A
  • stop signal
  • electrical stimulation: loss of interest in food
  • lesions: extreme overeating, increased fat storage, obesity
38
Q

until bias

A
  • tendency to consider single unit/serving/portion of food as appropriate amount to eat, regardless of the size or caloric content of the unit
  • influenced by cultural norms
39
Q

eating disorders

A
  • like anorexia and bulimia
  • standards around physical attractiveness may promote eating disorders
40
Q

anorexia nervosa

A
  • characterized by extreme fear of gaining weight and caloric restriction
41
Q

bulimia

A
  • characterized by episodes of overeating followed by compensatory behaviors (eg, vomiting, laxative use, fasting, excessive exercise, etc)
42
Q

compensatory behaviors

A
  • (eg, vomiting, laxative use, fasting, excessive exercise, etc)
43
Q

estrus

A
  • mammal’s period of heightened sexual receptivity and fertility
  • variation in frequency and duration across species
  • during estrus, sexual receptivity and behavior displays to attract mates
  • mediated by the sex hormone - estrogen
  • humans have menstrual cycle rather than estrus
  • series of changes in hormone production that prepare the body for pregnancy
44
Q

concealed ovulation

A
  • possible evolutionary reasons: securing continuous male investment, avoiding unwanted sexual advances, avoiding aggression and competition with other females
  • some have argued that there may be subtle cues signaling ovulation, like attractiveness-enhancing behavior, male partners more jealous, scents, faces, and voices, etc)
45
Q

testosterone

A
  • correlated with sexual interest in males
  • eg. men with higher testosterone levels tend to have stronger sex drive and report more frequent thoughts about sex
  • in men, the levels fluctuate throughout the day, ay respond to events and life changes like competition and parenthood
46
Q

achievement motivation

A
  • desire to excel, succeed, or outperform others
  • ppl may vary in strength of their achievement motivation, but contextual factors matter as well
  • achievement-related behavior can arise from either a fear of failure or a desire for success
47
Q

approach motivation

A
  • propensity to move towards some desired stimulus (reward)
48
Q

avoidance motivation

A
  • propensity to move away an undesired stimulus (punishment, something that causes pain)
49
Q

performance orientation

A
  • a motivational stance that focuses on performing well and looking smart
  • primarily an avoidance motivation
  • when individuals get negative feedback, more likely to withdraw effort
50
Q

mastery orientation

A
  • a motivational stance that focuses on learning and improving
  • associated with high levels of interest and a deep engagement with the material
  • primarily an approach motivation
  • when encountering adversity, they are likely to increase their effort and seek ways of benefiting from the experience
51
Q

fixed mindset

A
  • belief that intelligence and abilities are static and unchangeable
  • view feedback as judgment of inherent abilities and are more easily discouraged
  • may avoid challenges to protect self-image
52
Q

growth mindset

A
  • belief that intelligence and abilities can be developed through effort and learning
  • see feedback as valuable information for improvement
  • embrace challenges
53
Q

hierarchy of needs

A
  • abraham maslow’s (1943)
  • lower needs must be satisfied before pursuing higher level needs
54
Q

self-actualization

A
  • desire to reach one’s fullest potential
55
Q

self-transcendence

A
  • desire to further a cause that goes beyond the self
56
Q

emotion

A
  • a complex reaction pattern to personally relevant events (physical and social challenges and opportunities)
  • involves experiential, behavior/expressive, and physiological elements
  • in contrast to moods, emotions are shorter-lived and specific (directed towards specific people and events)
57
Q

personally relevant

A

???

58
Q

experiential component

A
  • subjective experience of fear
59
Q

behavioral component

A
  • characteristic facial expression
  • defensive behavior or escape
60
Q

physiological component

A
  • increasing blood pressure and heart rate
  • increased respiratory rate
  • increased sweating
61
Q

james-lange theory of emotion

A
  • emotions are the result of perceiving bodily changes in response to some stimulus in the environment
  • different emotions are associated with different patterns of bodily responses
62
Q

cannon-bard theory of emotion

A
  • critique of james-lange theory
  • speed of emotional responses
  • bodily changes not sufficient to produce emotional experience
  • lack of distinct physiological patterns for each emotion
  • bodily response and emotional experience occur at the same time following a stimulus
63
Q

schachter-singer two-factor theory of emotion

A
  • emotional response is the result of an interpretative label applied to a bodily response
  • emotion involves cognitive judgments about the source of the bodily response
64
Q

schachter and singer, 1962

A

???

  • widely cited as support for two-factor theory
  • focused on comparison between epinephrine-informed and epinephrine-ignorant subjects
  • inconsistent effects for euphoria and anger
  • no significant difference between placebo and epinephrine conditions
    several subsequent replications have also failed to find effect
  • this theory is consistent with research on misattribution of arousal
65
Q

misattribution of arousal

A
  • ascribing arousal resulting from one source to another source
  • plays a role in aggressive behavior
  • various kinds of aversive events (eg. pain and frustration, uncomfortably hot temperatures, crowding, loud noises, hunger) may contribute to aggression
  • why? unpleasant arousal associated with aversive event may be misattributed to social interaction
66
Q

appraisals

A
  • interpretations of a situation
  • shapes our emotional experience
67
Q

emotional granularity

A
  • degree to which an individual tends to make fine distinctions between various emotions vs making more global distinctions
  • like feeling bad, feeling disappointed, angry, jelous
68
Q
A

PSYC 100 (10 decks)

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