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AP Psych: Unit 7
Motivation + EMOtions
| Term | Definition |
|---|---|
| Motivation | a set of factors that activate, direct and maintain behavior (accounts for variability in behavior, explains perseverance despite adversity, relates biology to behavior) |
| Instinct theory | behavior that fixed and unlearned; instincts are the source of our motivations, we are motivated by innate, automated processes Basis of evolutionary approach to psychology |
| Drive Reduction Theory | When we are out of homeostasis, we have a need that creates a drive |
| Primary Drive | Fulfill biological needs |
| Secondary Drive | Fulfill learned needs |
| Need | a requirement for survival (food, water, shelter, sex) |
| Drive | an impulse to act in a way that satisfies a need |
| Homeostasis | a balanced internal state (equilibrium) |
| Optimal Arousal Theory | Humans seek an optimal (just right) level of excitement and we are motivated by activities that help us achieve that level *People differ in what level of arousal (mental alertness) feels best. |
| Opponent Process Theory | People are usually at a baseline (or normal) state. When we do something that moves us away from the baseline, we may at first feel pleasure, but then we feel an OPPONENT PROCESS, or motivation to return to our baseline state. |
| Incentive Theory | Motivation results from external stimuli. *Behavior is driven by desire. |
| Intrinsic Motivation | rewards - the internal feeling of pleasure and satisfaction, etc. that a person feels |
| Extrinsic Motivation | rewards - an award that is tangible or physically given to you for accomplishing something |
| Maslows Hierarchy of Needs | Predicts which needs we will be motivated to satisfy first |
| Self-actualization | need to fulfill your unique and highest potential as a person |
| Hunger is a biological need signaled by a drop in _________ | Glucose |
| Insulin | hormone released by the pancreas that regulates blood glucose levels |
| On Signal | Triggered by something that stimulates the appetite (orexigenic) |
| Ghrelin | hormone released by an empty stomach; carries the hunger signal to the lateral hypothalamus *Underweight = more produced, Overweight = less produced |
| Orexin | produced by neurons in the lateral hypothalamus; stimulates the body to “do more!” * involved in sexual behavior and wakefulness |
| Off Signal | Triggered by something that signals satiety or fullness (anorexigenic) *Regulated by the ventromedial hypothalamus |
| Leptin | secreted by fat cells, signals that body has enough energy |
| Peptide YY (PYY) | made in the small intestine, reduces appetite and limits food intake |
| Set Point theory | weight is set and maintained by the hypothalamus, range in which their body performs optimally |
| Basal Metabolic Rate | Rate of energy expenditure when body is at rest |
| Internal hunger motivation | eat in response to physical cues |
| external hunger motivation | eat in response to emotional, environmental, and other external cues |
| Approach-Approach | 2 desirable alternatives * leads to cognitive dissonance |
| Approach-Avoidance | A positive and negative aspect of a desired product *guilt of desire occurs |
| Avoidance-Avoidance | facing a choice with 2 undesirable alternatives |
| Sexual motivation | The desire to have erotic experiences that are pleasurable *not a need but ensures the survival of species |
| T | Primary male sex hormone Found in women at lower levels More stable in men, more variable in women |
| estrogen | Female sex hormone Found in men at lower levels |
| Kinsey Scale | Developed a scale of sexual orientation |
| Sexual Response Cycle | William Masters/ Virginia Johnson Dispelled previous beliefs about sex; supported the importance of learning about and improving sexual experiences |
| Affiliation | the need to belong *associate with those who we are most alike |
| Balance Theory - Fritz Heider | Social behavior motivated by need for balance & consistency |
| Cognitive Dissonance - Leon Festinger | Mental discomfort when there is conflict between beliefs and behavior; causes us to change one or the other so that they are congruent |
| Life Space - Kurt Lewin | People experience stress and tension until they fulfill their intentions; social behavior is motivated by the desire to resolve tension |
| high achiever | Driven to accomplish goals See difficulty as a challenge rather than setback/Fueled by failure/See mistakes as opportunity for growth Want to keep learning |
| low achiever | More interested in performance-oriented goals (Externally driven) Put off by discomfort of learning something new Often respond to challenges with sense of helplessness |
| emotion | 1) Physiological arousal 2) Cognitions (thoughts) 3) Expressive behavior |
| The Basic Emotions | Robert Plutchik - 8 basic emotions that are adaptive for humans eight basic emotions represented by second circle from the center. Inside circle = intense emotions, outside less intense/combinations of basic emotions |
| James-Lange Theory | Our understanding of a body/physical response leads to emotional response |
| cannon-Bard Theory | feel emotions and experience feel psychological arousal at the same time. Emotions are not a result of the psychological thought, therefore, emotion and arousal are separate. |
| schacter-singer theory | Physiological arousal occurs, which determines the strength of the emotion, individual must identify the reason behind the arousal through cognitive appraisal. two factors: physiological arousal and cognitive processes. |
| Lazarus Cognitive Appraisal theory | How we think about them and the emotions that arise from those thoughts determine whether a situation results in harmful stress to the individual primary (+ emotions) and secondary (- emotions) *thinking must occur first before experiencing emotion. |
| Facial Feedback Hypothesis | facial expressions are connected to experiencing emotions (physiological effects emotional) using facial muscles translate trigger corresponding emotional responses |
| Zajonc-LeDoux Theory | emotions needed for our immediate survival (anger/ rage), quickly activated through a fast pathway, while other emotions (e.g., love) went through a slow pathway. Some embodied emotions happen instantly, without conscious appraisal. |
| Fast/Low-road | mainly unconscious, quickly screens incoming stimuli, helps us identify and respond to important cues, * linked to classical conditioning and implicit memory |
| Slow/High-road | mainly conscious, involves cognition, allows us time to gather information before responding, *linked to explicit memory |
| Reticular Formation | brain stem/“built-in alarm system” Mobilizes the body for fight or flight |
| Cerebral Cortex | Interprets events and associates them with stored memories Right - “negative” emotions Left - “positive” emotions |
| Sympathetic Nervous System | fight vs flight |
| Parasympathetic Nervous System | counterbalances the action of the sympathetic nerves. It consists of nerves arising from the brain and the lower end of the spinal cord and supplying the internal organs, blood vessels, and glands. |
| Behavior Feedback Hypothesis | the tendency of behavior to influence our own and others’ thoughts, feelings, and actions |
| Display Rules | cultural-specific norms for appropriate ways to express emotions |
| Cultures________ | differ in HOW MUCH emotion they express |
| Context ________ | helps us interpret facial expressions |
| Emotional Intelligence | The ability to identify and manage one’s own emotions, as well as the emotions of others Self-Awareness, empathy, motivation, self regulation, social skills |
| personality | an individual’s characteristic pattern of thinking, feeling, and acting *drives actions, who and how we are |
| Psychoanalytic/psychodynamic | theories proposed that childhood sexuality and unconscious motivations influence personality. *between the conscious mind and unconscious mind, including associated motives and conflicts. |
| Humanistic theory | theories focused on our inner capacities for growth and self-fulfillment. |
| Trait theory | examine characteristics patterns of behavior |
| Social-cognitive | theories explore the interaction between people’s traits (including their thinking) and their social context. |
| freudian slip | an unintentional error regarded as revealing subconscious feelings |
| id | the part of the mind in which innate instinctive impulses and primary processes are manifest. |
| ego | the part of the mind that mediates between the conscious and the unconscious and is responsible for reality testing and a sense of personal identity. |
| superego | the part of a person's mind that acts as a self-critical conscience, reflecting social standards learned from parents and teachers. |
| carl Jung | Unconscious consists of two different parts: |
| Personal unconscious | painful memories we don’t want to confront (complexes) |
| Collective unconscious | passed down through the species and explains similarities between cultures, contains archetypes |
| archtypes theory | people inherit instincts and urges from ancestors known as the collective unconscious (collective and personal unconscious combine to make our personality) ancestral memories/never be made conscious, collective, personal, conscious, ego/personality |
| ALFRED ADLER | Individual Psychology - no theory applies to all people People are driven not by sex but by the need to overcome feelings of inferiority; Humans seek to achieve perfection and superiority |
| KAREN HORNEY | Believed differences between men and women are were due to culture not biology; Identified 10 neurotic needs that drive human behavior |
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