AP Psychology Chapter 9 Flashcards
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| 6553957036 | motivation | process by which activities are started, directed, and continued so that physiological/physical or psychological needs or wants are met "the reasons why people do the things they do" | 0 | |
| 6553957037 | people to know from this chapter | McClelland (3 psychological needs) Maslow (hierarchy of needs) Yerkes-Dodson Law (performance//arousal) James-Lange Cannon-Bard Schachter | 1 | |
| 6553957038 | approaches/theories | motivation: Instinct approach drive reduction theory self-theory arousal theory (stimulation) expectancy-value theory self-determination theory emotion: james-lange cannon-bard schachter | 2 | |
| 6553957039 | instinct approach | human behavior is governed by biologically determined, innate patterns of behavior better for explaining animal behavior, because humans can exercise self-control | 3 | |
| 6553957040 | drive reduction theory | physiological needs produce urges that motivate us to fulfill the need to reduce the tension/arousal dry mouth --> drink water HOMEOSTASIS: like an internal thermostat "a need is a requirement of some material that is essential for survival of the organism. when an organism has a need, it leads to a psychological tension as well as a physical arousal that motivates the organism to act in order to fulfill the need and reduce the tension. this tension is called a drive." | 4 | |
| 6553957041 | homeostasis | our bodies try to maintain a state of equilibrium (balance in its physical states) body knows when enough is enough internal thermostat | 5 | |
| 6553957042 | physiological needs are not enough to explain motivation | ie fraternity pledge died from drinking too much water. his body told him he'd had enough (physiological need was met), but the need to be accepted drove him to drink himself to death | 6 | |
| 6553957043 | McClelland's 3 Psychological Needs | everyone possesses them but one will be primary: affiliation power achievement | 7 | |
| 6553957044 | need for affiliation | -being liked and accepted -held in high regard -ensuring relationships are working well (peace maker) -being part of a group/team -minimize conflict -tasks with cooperation downside: opinions of others are too important-->peer pressure | 8 | |
| 6553957045 | need for power | -having an influence/impact on others -interested in status/position -giving advice, assistance, support and help -having control of situation -predisposed to persuading others -actively interested and involved in the politics of their organization benefit: direction/vision, leading downside: abuse power, conceited, forget it is about service | 9 | |
| 6553957046 | need for achievement | -meeting or surpassing self-imposed standard of excellence -enjoy out performing others -strive to make unique contribution -seeking feedback about their actions -taking actions that can be identified as their own (recognition, feedback) -choosing realistic goals (if the goal is too easy-won't feel accomplished if goal is too lofty- will be disappointed) benefit: next innovation downside: too competitive | 10 | |
| 6553957047 | Self-Theory of Motivation | a person's view of how self can affect the individual's perception of the success or failure of his or her actions LOCUS OF CONTROL self=the beliefs a person holds about his or her own abilities and relationships with others | 11 | |
| 6553957048 | Internal locus of control | belief that personal decisions and actions make a difference in life to certain extent, you can control the direction of your life |  | 12 |
| 6553957049 | external locus of control | belief that life is controlled be authorities, luck, or fate cannot improve circumstances by anything you do hand-in-hand with depression | | 13 |
| 6553957050 | arousal theory (recognizing yet another need: stimulation) | -striving to maintain OPTIMAL (best or ideal) tension level -seeking stimulation if bored, relaxation if excited optimal level of tension= interested, comfortable, and engaged different for everyone; some people are thrill seekers and are comfortable at high levels | 14 | |
| 6553957051 | Yerkes-Dodson Law | explains the relationship between task performance and arousal tasks of low difficulty: to do best need higher arousal; easy=prone to careless error bec. not paying close attention tasks of average difficulty: average arousal level i.e. taking a test in an average difficulty class if too high: test-anxiety, can distract from doing best if too low: do not want to shrug it off and take it half asleep, either tasks of high difficulty: need lower arousal level (physical, not talking about mental concentration) ie. a brain surgeon should be calm, not jittery and rushed |  | 15 |
| 6553957052 | maintaining an optimal level of arousal may involve ______ tension OR _______ it | reducing tension OR creating it | 16 | |
| 6553957053 | (not on outline) Incentive approach | behavior is explained in terms of the external stimulus and its rewarding properties people can act only upon the incentive and not upon any need or level of arousal ie. eating a piece of pie because you anticipated that it would be delicious and rewarding | 17 | |
| 6553957054 | Maslow's hierarchy of needs (theory) | Humanistic approach there are several levels of needs that a person must strive to meet before achieving the highest level of personality fulfillment, *self-actualization* (which is seldom reached), at which point people have satisfied all the lower needs and have achieved their full human potential. humans must fulfill the more basic needs, such as physical and security needs, before being able to fulfill the higher needs of self-actualization and transcendence physiological-->safety-->belongingness-->esteem-->cognitive-->aesthetic-->self-actualization |  | 18 |
| 6553957055 | types of motivation | extrinsic intrinsic how these two interact. extrinsic can replace the intrinsic. ie pro sports players start out doing it for the love of the game then money is offered. $$$$$ if the money was taken away, would they still play?? | 19 | |
| 6553957056 | extrinsic motivation | external rewards; tangible a person performs an action because it leads to an outcome that is separate from the person ie paycheck, toy, new clothes, car, promotion, free trip | 20 | |
| 6553957057 | expectancy-value theories | incentives are interpreted on the basis of a person's beliefs, values and the importance attached to them at a given time best external reward to motivate varies person to person "According to expectancy-value theory, behavior is a function of the expectancies one has and the value of the goal toward which one is working. Such an approach predicts that, when more than one behavior is possible, the behavior chosen will be the one with the largest combination of expected success and value." | 21 | |
| 6553957058 | intrinsic motivation | internal rewards; a person performs an action because the act itself is fun, rewarding, challenging, or satisfying in some internal manner | 22 | |
| 6553957059 | Self-determination theory | needs for autonomy (in control of one's own behavior), competence (mastery) and relatedness (sense of belonging) may motivate people | 23 | |
| 6553957060 | WHY PEOPLE EAT | shows how complicated motivation can be!!! physiological components (body is designed to recognize when blood sugar has dropped below certain point) social components | 24 | |
| 6553957061 | hypothalamus (related to eating) | controlled by the levels of glucose and insulin in the body ventromedial hypothalamus lateral hypothalamus insulin high=glucose low | 25 | |
| 6553957062 | ventromedial hypothalamus | inhibits hunger when glucose is high STOPS EATING Prader Willi syndrome : VMH disorder where individual cannot feel full, keeps on eating and eating and eating |  | 26 |
| 6553957063 | lateral hypothalamus | stimulates hunger when glucose is low STARTS EATING | 27 | |
| 6553957064 | video on children's eating habits | younger children listen to their bodies and stop eating when they feel full older children were driven by external cues; size of portion-->they assumed it was the right size for them "forbidden fruit effect" ie goldfish off limits at home; kids pigged out when the goldfish were make OK in the experiment | 28 | |
| 6553957065 | weight set point | over time body established a weight that is considered average for their body can be established higher or lower than it should be (hypo/hyperthyroidism) | 29 | |
| 6553957066 | basal metabolic rate | basal metabolic rate: the rate at which the body burns energy while at rest tends to decline with age must reduce food intake to maintain same weight | 30 | |
| 6553957067 | social components of hunger | coping mechanism/comfort learning (childhood) ; convention of eating breakfast, lunch and dinner at certain times of the time environmental cues (time of day) social pressure (to eat or not to eat) availability of food appeal of food (taste) cultural factors | 31 | |
| 6553957068 | emotions | big part of motivation "feeling" aspect of consciousness | 32 | |
| 6553957069 | 3 components of emotions | physiology behavior subjective experience | 33 | |
| 6553957070 | physiology of emotions | sympathetic nervous system arousal amygdala (emotional expression; fear and pleasure) some hemispheric specialization (right=negative, left=positive) emotions are difficult to distinguish from one another on the basis of physiological reactions alone i.e. heart pounding, sweat, butterflies : are you really excited or are you really nervous? | 34 | |
| 6553957071 | behavior of emotions | facial expressions, body movements and actions so much can be communicated without words | 35 | |
| 6553957072 | subjective experience | "the cognitive element" of emotion labeling an emotion based on context, previous experience and culture "the labeling process is a matter of retrieving memories of previous similar experiences, perceiving the context of the emotion, and coming up with a solution - a label." | 36 | |
| 6553957073 | Value of emotions | survival social connection | 37 | |
| 6553957074 | survival (related to emotions) | fear and anger: self defense and preservation disgust: avoidance of dangerous things (i.e. poisonous berry) | 38 | |
| 6553957075 | social connection (emotions) | because many emotions are universal, they help us to reach out and show encouragement, love, communication, influence, compassion, etc. | 39 | |
| 6553957076 | facial expressions | 5 universal facial expressions (hard wired, innate) sad, angry, fearful, surprised, happy not learned, because even blind and deaf children perform them however, *display rules* vary culture to culture | 40 | |
| 6553957077 | display rules | learned ways of controlling displays of emotion in social settings when, where and HOW an emotion is expressed different between individualistic (USA) and collectivistic (Japan) cultures, and also between males and females ie Japanese have more strict social rules about showing emotion in public cultures also differ in what situation would DRIVE an emotion | 41 | |
| 6553957078 | theories of emotion | James Lange Cannon-Bard Schachter's Two Factor Theory |  | 42 |
| 6553957079 | James-Lange theory | event-->physiological change-->interpretation-->emotion "I am afraid because I am a shaking" hole: some emotions have the same physiological changes-how do you differentiate which emotion you're supposed to feel?! |  | 43 |
| 6553957080 | Cannon-Bard theory | event-->physiological changes and emotion simultaneously hole: not everyone responds to the same event in the same way; doesn't really explain how different people would experience different emotions to the same event i.e. I would react in disgust to a plate of grubs, but some tribal person may be excited about it |  | 44 |
| 6553957081 | Schachter's two factor theory cognitive arousal theory | event-->physiological and *cognitive* -->emotion physical arousal and labeling of the arousal based on cues from surrounding environment simultaneously "i am aroused in the presence of a scary dog, therefore i must be afraid" explains: how one type of physiological response could lead to different emotions how two people in the same situation could experience different emotions dinosaur chasing --> fear competitor catching up--> excitement same physiological reaction but different emotions because of CONTEXT |  | 45 |
| 6553957082 | cognitive appraisal | primary: determine likely outcomes of the situation secondary: decide how to feel about the situation involves learning and past experiences | 46 | |
| 6553957083 | bottom line of motivation | motivation and emotion are complex issues involving interaction between a person's values, experiences, cognitive appraisals (learning), physiological responses (optimal arousal) and environment! | 47 |