Chapter 2: Cognitive-Affective Bases Of Behavior

Front 1

Signal Detection Theory

(sensation)

Back 1

Deals with the observation that two individuals confronted with same stimulus presentation may come to different conclusions. One may have different dsicriminability or response bias. One may have greater acuity or be more willing to to report a stimulus observation.

Front 2

Hierarchical processing

(perception)

Back 2

A perceived stimulus will undergo successive elaboration.

Front 3

Functional segregation

(perception)

Back 3

There is a separate central nervous system unit for processing each visual feature (i.e., shape, color, and motion). Integration of stimuli by the simultaneous activity of processing units gaining access to each other's contents.

Front 4

Feature binding (FB)

(perception)

Back 4

The cognitive process by which a unified internal representation of stimulus is formed from the activity of multiple mental modules. Requires greater attentional resources than single feature processing, (frontal and parietal, ACh activity)

Front 5

Optimal estimation theory (statistical decision theory)

(perception)

Back 5

Outline it a stimuli's basic principles and extrapolate to a more complex process such as object recognition. Our systems take advantage of the statistical structure of natural scenes. We pick the most probable interpretation a priori/the actual image data are combined with prior assumptions.

Front 6

Global vs. Selective processes

(attention)

Back 6

Sleep and wakefulness vs specific focalizations

Front 7

structural interference

(reason for limitations in attentional resources)

Back 7

The more similar tasks are, the more they compete for limited attentional resources. Similar tasks tend to be share the same sensory/perceptual modality.

Front 8

General resource

(reason for limitations in attentional resources)

Back 8

There is a general limit to the extent of attentional resources. Evidence is found when attention is divided between two different modalities as a decrease in performance is noted.

Front 9

Behavioral coherence

(reason for limitations in attentional resources)

Back 9

The unity of our actions places limits on attentional resources in preparing responses.

Front 10

Attentional selection

Back 10

Attention for objects and attributes such as motion within the visual field. Attention to objects takes precedence over attention to attributes

Front 11

Attentional load theory

Back 11

The degree to which an ignore stimulus is processed depends on the extent of processing required by the attended stimulus. Reduction interference caused by distractors is greatest when the processing demands to the attended stimulus are highest.

Front 12

bottom-up mechanisms or reflexive attention

Back 12

Attention can be captured in a stimulus-driven fashion, referred to as _______ such as stimuli with high survival value. Amygdala and ventral aspects

Front 13

top-down

Back 13

Strategic fashion of attentional control. Helps to resolve competition between stimuli by introducing bias towards once stimulus over another. (lateral and parietal) Stimuli presented at the same time influence one another in a mutually suppressive manner.

Front 14

Executive fx; "cold & "hot"

Back 14

____ EFs are thought to involve cognitive functions, whereas _____ EFS involve social and affecting processing

Front 15

Executive Functioning *** General Info***

Back 15

Consist of those capacities that enable a person to engage successfully in independent, purposive, self-directed, and self-serving behavior.

Characterized as being activated in novel or unfamiliar circumstances, and are thus contrasted with routinized or automatic behavior.

They are COG domains most strongly associated with emotional distress, and may reflect differing facets of underlying frontal lobe dysfunction common to cognitive and affective domains of disinhibitory psychopathology.

Important in diagnostic and tx contexts, as well as neuropsychological assessment

impicated in geriatric DEP, ADHD, & IQ tests

directly shown to measure personality

Front 16

Wisconsin Card Sort Test( set establishment and maintenance)

the Stroop Color Word Test (attentional control)
&

Controlled Oral Word Association Test (verbal fluency)

Back 16

Frequently used clinical neuropsychological tests of EF include:

Front 17

Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and deal effectively with his/her environment.

Back 17

Wechsler's definition of intelligence

Front 18

Structural Research

(Research-based theories of intelligence)

Back 18

Relies on factor analysis and later hierarchical factor analysis that resolved some of the earlier controversies arising from difference in British and American factor analysis techniques

Front 19

Developmental Research

(Research-based theories of intelligence)

Back 19

Deals with ways cognitive abilities develop with age. Integration of the iq strains of COG neuroscience/neuropsychology with of cognitive psychology models of iq

Front 20

The PASS model

(Research-based theories of intelligence)

Back 20

IQ model based on A.R. Luria's three-level theory of higher cortical functions in man and represents an important alternative to the more purely cognitive British and North American traditions stemming from the work of Charles Spearman and his student Raymond Cattell.

Front 21

(1) Regulation of cortical arousal and attention
(2) Receiving, processing, and retention of information
(3) Programming, regulation, and verification of beh.

Back 21

The three levels in Luria's (1980) theory, from the bottom up:

Front 22

Spearman; general & specific; (g) & (s)

Back 22

_______ theorized that each mental ability was influenced by a _____ factor and a ______ factor, which he designated as ____ and ____.

Front 23

Primary Mental Abilities (PMA)

Back 23

According to Thurstone's thoery of _____ _____ _____ (__),
each mental ability belonged to between seven and nine ability categories that were independent of a higher-order g-factor

Front 24

general fluid (gf); general crystallized (gc) ability

Back 24

Cattell (1941), proposed that g was actually composed of _______ ( )and ________ ( ) ability

Front 25

Gf

Back 25

the iq facility for reasoning and adapting to new situations

Front 26

Gc

Back 26

the iq facility described as the accessible store of knowledge.

Front 27

three-stratum model

Back 27

Proposed that g was a higher-order facilitator influencing lower-order factors (Gf & Gc). A _______ model is often referred to as the Cattell-Horn-Carroll (CHC) theory, and most, but not all contemporary iq tests are based of this theory

Front 28

Investment theory; Cattell (1987)

Back 28

A single relation perceiving faculty (Gf), is applied to the development of other abilities such as acquired knowledge (Gc), memory (Gsm), or sensory and/or motor-related abilities (i.e., Ga)

Front 29

no-hold fx, Gf (as well as Gsm and Gs, cognitive speed

Gf

Back 29

The G that is more likely to be affected neurologic assault. Studies show that ___ increases with age and is correlated with SES and education.

Front 30

0.70 to 0.80; 0.70

Back 30

Review of criterion validity revealed g co-varied
____ to ____ with academic measures and ____ with military training assignments

Front 31

0.20 to 0.60

Back 31

Review of criterion validity revealed g co-varied
____ to ____ with work performance with higher correlations pertaining to the more complex jobs

Front 32

0.30 to 0.40; 0.40;

0.50 to 0.70

Back 32

Review of criterion validity revealed g co-varied
____ to ____ with income, _____ with SES of origin and
____ to _____ with achieved SES

Front 33

Wechlser Adult Intelligence Scale- IV often presented as combined with Wechlser Memory Scale-IV
Wechsler Preschool and Primary scale of Intelligence-3
Wechsler Intelligence Scale for Children-IV
Stanford-Binet Intelligence Scales-5
Kaufman Assessment Battery for Children-2
Woodcock Johnson-III
Cognitive Assessment System
Reynolds Intellectual Assessment Scales

Back 33

General Info Question: The major intelligence tests include:

Front 34

composite scores above .90, with a range of 0.84 to 0.99

Back 34

Split-half scores tend for intelligence tests tend to be:

Front 35

0.70 to 0.96

for subtests, greater range; 0.38 to 0.9

Back 35

Test-retest reliabilites for intelligence tests for composite scores, run between:

Front 36

fall in the .70s, and range from 0.69 to 0.92

Back 36

Convergent validity, that is, correlations between between the composite scores of major intelligence tests, tend to:

Front 37

- produce composited and specific ability deviation scores, are generally based on standardization samples of 2,000 or more participants stratified by age, and are generally co-normed to an academic achievement battery, giving more coverage across across the second level of CHC theory (broad general abilities)

all usually report psychometric findings of the test^

Back 37

General info: Psychometric properties and intelligence tests:

Front 38

Treatment validity

(Recent trends in iq testing)

(i.e., CAS testing in classrooms that focuses on classroom- based interventions to promote use cognitive strategies to improve performance in different areas)

Back 38

Refers to the value of an assessment in selecting and implementing interventions and treatments that will benefit the examinee

Front 39

Project rainbow

(bias in IQ testing)

Back 39

Measures of practical and creative ability contribute to significantly to predicting first year undergraduate GPA above the SAT. Relative to ethnic differences in the SAT and GPa, the _______ practical and creative ability measures reduced ethnic differences gaps, particularly for Hispanic Americans

Front 40

environmental events; changes

(learning)

Back 40

There are two types of learning; One involves a focus on ________ ______ that influence behavior , and the other focuses on ______ that take place within the learner

Front 41

Thorndike (1898) and Pavlov (1927)

Back 41

The dominant learning theory of the early 20th century was based on the works of _____ and ______

Front 42

(S-R) stimulus response paradigm

an unconditioned stimulus (US; something to which an orgranism instinctively responds), and unconditioned response (UR; the instinctive response of the organism to the US), a conditioned stimulus (CS; a stimulus that is not responded to instinctively that is paired temporarily with the US), and a conditioned response (CR; an organisms's response to the CS that is similar to the UR)

Back 42

Pavlov's paradigm

Front 43

CS/US > UR until conditioning has occurred, when the UR takes place as soon as the CS appears and the US is not needed anymore, the paradigm becomes simply CS > CR.

Back 43

Description of Pavlo's basic paradigm

Front 44

Watson

Back 44

Best known for little Albert and generalization of fears

Front 45

operant conditioning; Thorndike (1898) and Law of Effect

Back 45

Random behaviors would be repeated only if they were followed by some sort of reward.

The basic paradigm, which differs slightly from cc: a stimulus that precedes a behavior that leads to a satisfying state of affairs will tend to be repeated

CS > CR/US > UR

Front 46

The CR moved ahead of the Us, and indicates that the CR may or may not be made, depending on the nature of the consequence (US). The CR still stands as in classical conditioning for CR, but now the response includes the element of choice, so that the response can be made if leads to something desired, or one can refrain from making it if it does not, or if it leads to something aversive. (in classical conditioning, the animal cannot avoid the stimuli, in operant conditioning, animals have a choice to respond or not, and the nature of the consequence influences their decision. They LEARN when to respond!

Back 46

Biggest difference between operant and classical conditioning?

Front 47

increases; decreases** look into this, confusing

Back 47

Negative reinforcement in classical conditioning ____ the CR, whereas in operant it _____ its likelihood

Front 48

Continuous Reinforcement (CRF);

intermittent behavior

Back 48

Reinforcer follows every instance of the CS. The fastest way to learn, but, because it requires so many reinforcers, it is not efficient. better to move to _____ to maintain behavior

Front 49

Fixed Ratio (FR)

Back 49

If the schedule does not vary in proportion , say, consistently every fifth press is rewarded (work on commission)

high output

Front 50

Variable Ratio (VR)

Back 50

Presses that are rewarded that are randomly spaced. (pop quizes)

high output

Front 51

interval schedules

Back 51

Schedules based on passages of time

Front 52

Fixed interval (FI)

Back 52

The first press after a SET interval is rewarded. Note that reinforcements are never given without some work, or work will simply stop. This schedule leads to intermittent behavior that, when graphed, looks *SCALLOPED* because responses right after the reward are never rewarded, and as a result, responses stop for a time. Responses step at the beginning and become rapid at the end (e.g. work on a term paper)

Front 53

Variable Ratio (VR)

Back 53

Intervals between reinforcements can be of unpredictable length. *A very steady response rate is produced, but only medium speed. Maximizes reinforcement, while minimizing work.

Front 54

Ebbinghaus (1885)

Back 54

Method involved memorizing nonsense syllables to see where the errors occurred. Labeled as the anticipation effect, the next syllable would be anticipated.

Front 55

Effects referred to the first and last syllables being the easiest to remember, respectively. Due to interference between items in the middle (less int. at beginning and end)

Back 55

Lists showed both primacy and recency effects, that is,

Front 56

mental association --> paired associate method

(later explained by operant conditioning, however, one of a number of behaviors involving learning without responding, such as in mazes, monkeys); thus, ***calling for an expansion to include COG and social reinforcements

Harlow
mcClearn
Butler

Back 56

When pairing items together, Ebbinghaus found that the fewest errors occurred when some sort of ______ occurred between the syllables

Front 57

Rather than learning rote responses, human subjects may be learning the relationship between two stimuli, resulting in a wider flexibility rather than rigid reflexes.

Back 57

How did Rescorla reinterpret Pavlovian conditioning:

Front 58

sensory preconditioning

step 1: pair CS1 CS2
step 2: CS2, without the preceding CS1, is conditioned by adding a US in the standard way so that CS2 comes to produce a CR
step 3: presenting the CS1 alone and observing that, without any discernible reinforcement (UR or CR), it too produces the CR (just by demonstrating the connection (stimulus-stimulus S-S, e.g. salt and pepper)

also known as Tolman's latent learning or learning without reinforcement, it is an operant instance of the S-S model. **learning is always happening, especially as it related to our personal environment

Back 58

Pavlov also discovered that stimuli associate even in the absence of any overt responses and called it:____

Front 59

cognitive; affective

Back 59

_____ aspects are hard to condition unconsciously, but _____ qualities do so readily

Front 60

Expectancy theory

vicarious reinforcement --> expanded operant cond.
S-S --> expanded classical or respondent conditioning

Back 60

_____ found a solid foundation in S-S model in which observation of behavior is sufficient to form the expectancy of reinforcement

Front 61

output

Back 61

memory is considered to be _____

Front 62

The "modal model" of information processing

Waugh and Norman (1965)

Back 62

Memory theory comprised of three levels: sensory memory, short-term memory, and long-term memory

Front 63

an analog; digital base

Back 63

Experience involves a continuous flow of information,
an ______, but the nervous system is built around discrete impulses, a _______ that is, a succession of separate packages of information and there is a need to transform the information from one form to another

Front 64

sensory memory


*Remember, it takes time to transfer information to memory.

Back 64

involves chopping the flow of input into memories to compare to others in processing their meaning. Is based on retaining visual images and auditory inputs for just milliseconds. In turn, these residual images can be used by the visual system.

Front 65

Short-term memory (STM), also known as working memory (WM)

Back 65

Represents storage of information that can be retained only for a brief time, and in limited amounts. Equivalent to consciousness. Will remain here only for a few minutes without being refreshed

Front 66

Long-term memory (LTM);

declarative and nondeclarative memory

Back 66

Refers to all the information that has been learned, but is not needed at the moment. It represents a relatively permanent memory bank. It is a vast library of information and comes in two main categories: _____ & ______

Front 67

Declarative memory;

semantic memory & episodic memory

Back 67

Memory that is composed of things one knows (explicit) and can access, and, according to Squire (1992) has two divisions: ______ & ______

Front 68

semantic memory

Back 68

Part of the declarative memory; refers to knowledge of the world such as facts, meanings, concepts, and rules of culture. Often acquired in school and takes hard work to remember!

Front 69

Episodic memory (autobiographic memory)

Back 69

Part of the declarative memory; refers to the everyday experiences that are recored there and connected to other events of the day. These memories are essentially stored automatically, and this may be why hands-on learning is easier to retain than a lecture. The more that life is repetitious, the more memories interfere with each other with some loss of sequence and specific times.

Front 70

Nondeclarative memory

Back 70

Memory that consists of items the person is unaware of knowing (implicit), yet can still demonstrate knowledge of. (think about HM)

Front 71

ACT model of cognition; Anderson

(Adaptive Control of Thought)

Back 71

procedural learning occurred through a series of If-Then connections. Whenever the outcome was not as expected, additional If-Then clauses would be added to accommodate the situation. (untestable)

Front 72

Presensory - the catching attention phase
Focal Attention - the paying-attention phase
Comprehension - the understanding phase
Elaboration - making-connections and storage phase

Back 72

Greenwald & Leavitt (1984); theory of four levels of processing in perceiving stimuli

Each level successively requires more time than the previous. The more the elaboration, the better the memory and the deeper the level of cognitive processing, the better the recall would be.

affect is faster then cognition in directing attention, may have separate memory store, no rx yet

Front 73

physiological effects, including autonomic arousal, action urges, cognitive appraisals, facial expressions, and a subjective feeling of emotion

Back 73

Psychologists understand emotion to contain the following components:

there are several coexisting theories of emotion*

Front 74

James-Lange Theory of emotion

Back 74

Models emotions as the psychological response to the changes in the physical systems of the body after the presentation of the stimulus. (think of fear example of observing a bear in the woods, i.e., phys. re: of running away --> fear)

Front 75

Cannon-Bard theory of emotion

Back 75

Proposes that the physiological responses associated with emotion are a consequence of experiencing emotion, not a necessary precursor. One has the psychological experience of emotion and this experience generates a physiological change
(see bear, fear, --> run away, heart beats fast)

Front 76

Schachter & Singer; two-factor model of emotion;

cognitive appraisal

Back 76

Concluded that individuals must cognitively appraise a situation in order to determine their emotional sates.

autonomic arousal -> COG interpretation -> emotion

this model has subsumed the broader term _______

Front 77

Richard Lazarus's sophisticated theory of emotion;

primary and secondary appraisal

Back 77

Hypothesized that each emotional experience arises from how an individual appraised ongoing interactions with the environment. Consists of two stages of appraisal ________ & __________

Front 78

primary appraisal

(Lazarus)

Back 78

The valence and threat of the stimulus are identified in a general sense (positive v. negative/benign or stressful) Combines into the experience of a particular emotion

* later said that each emotion has particular motivational function
* Critics dispute that this theory is more a theory of stress response, rather than emotion

Front 79

secondary appraisal

(Lazarus)

Back 79

The individual identifies the resources and options that may be available to cope with the stimuli. Combines with ____ into the experience of a particular emotion. Identified as "emotion focused" (use of internal resources to cope with situation) or "problem focused" (intervene in the env. to solve a problem externally)

Front 80

emotion-focused coping

Back 80

Individuals with depression are more likely to use _________ coping.

Front 81

Somatic marker hypothesis (SMH)

Back 81

Focuses on the emotion and its role in decision making. Decision making is influenced by marker signal that arise from multiple levels of operation, both consciously and unconsciously. (HR, BP) The sensory mapping of visceral responses contributes not only to emotions, but is also vital for implementation of goal-oriented behavior. Visceral responses operate by "marking" potential choices as beneficial or detrimental

Front 82

dimensional model of emotions versus small group or specific emotions

Back 82

Considers emotions to be a combination of several dimensions of physiological and psychological components instead of being described by a small or group or specific emotions

Front 83

Basic emotion theory;

--happy, say, surprised, disgusted, angry, and afraid

Back 83

Ekman and Wallace are best known for the _______ emotion model and they identified six basic/primary emotions, known as:

This theory holds that these six emotions are the only emotions human experience.

hard-wired into brain and affected by cultural factors

Front 84

Semantic Differential

Osgood, Suci, and Tannenbaum (1961)

valence, the pleasantness of a stimulus, and arousal, which is the dominant dimensional model currently.

Back 84

Had individuals rate their impression of stimuli on a Likert scale between two semantic opposites. Using factor analysis, they identified three factors in response patterns and they hypothesized that these factors represented the basic dimensional of emotional experience.

*research no focuses on main two, with one in particular

Front 85

limbic system;

subcortical regions, primarily known as: amygdala, hippocampus, mammillary bodies, septal nuclei, parahippicampal gyrus. Highly interconnected with the endocrine and autonomic nervous system

Back 85

brain region that is most commonly associated with emotion

Front 86

Amygdala

J. Ledoux

BRAIN SYSTEMS OF EMO

Back 86

Focused attention emotion-related brain activity to his region. Site of primary center of fear-related processing. It reliably observed observed to activate in response to threatening or fearful stimuli. *Often identified as the primary region involved in negative emotional experiences, though research does not always support this role

Front 87

Orbitofrontal cortex

BRAIN SYSTEMS OF EMO

Back 87

Region that has been implicated in the regulation of emotional behavior and is considered to provide an inhibitory influence on impulsive emotional responses.

damages leads to aggressive behaviors

Front 88

Nucleus accumbens

BRAIN SYSTEMS OF EMO

Back 88

Region that has been shown to be particularly important to the process of positive reinforcement and reward and is often identified as the brain's pleasure center

DEP & OCD

Front 89

Motivation;

arousal, direction, and intensity

Back 89

________ is the internal force that pushes the individual toward action and is generally considered to be composed of three components:

Front 90

Drive Theory;

drive reduction

most influential Drive theorist: Clark Hull

Back 90

Revolves around the concept of homeostasis. When the balance is upset, the organism has a need and is motivated to engage in behavior that will reestablish the balance.

Front 91

primary and secondary drives

Drive Theory

Back 91

Drives that are biological and innate, drives that are learned from experience, _________ such as achievement, wealth, are not innate and do not directly support a bio need

Front 92

Hull's belief about drives

habit strength, drive strength, and excitatory potential

Drive Theory

Back 92

Internal drives that motivate behavior. The shape the behavior takes is first random and is then honed by learning processes to a form that becomes habitual. drive reduction behavior is reinforcing and likely to occur again and again

developed a formula to describe motivation=

Front 93

Amsel et al. & frusteration

Back 93

Found that frustration can increase motivation more than a reward

Front 94

Maslow's Hierarchy of Needs:

1. Physiological needs
2. Safety and shelter
3. Love
4. Esteem
5. Self-actualization

Needs-based theories

Back 94

The most well-known of the needs-based theory. Individuals are motivated to act based on certain needs and that these can be understood in a "" fashion. The individual will be motivated to engage in behavior that will fulfill those lowers needs before the higher needs.

not really used now-a-days, but there still are need-based theories

Front 95

two-factor theory to explain workplace motivation

(Herzberg, Mausner, and Synderman 1959)

Needs-based theories

Back 95

Based on two factor, intrinsic and extrinsic motivation. Motivators, which are elements, such as recognition and work challenges, that provide positive reward and satisfaction, and hygiene factors, such as security and status

Front 96

Need for Achievement Theory

(Atkinson & McClelland)

Needs-based theories

Back 96

Postulates that motivation is governed by three considerations: achievements, authority, and affiliation.
- people have a varying degree of these
achievement: the need to find a sense of accomplishment
authority: the need to lead and to make an impact
affiliation: the need to be liked and to develop positive social interactions


particularly relevant with I/O Psych

Front 97

Self-Determination Theory (SDT)

(Deci & Vansteenkiste, 2004)

Needs-based theories

Back 97

Focuses on the idea that humans have an inherent growth tendency that leads to consistent effort, Center on intrinsic motivation motivation and consists of three basic needs-- competence; the need to develop master, Relatedness; the need to develop relationships with others. Autonomy; the need to have control over one's life

Front 98

learning theories of motivation

Back 98

B.F. Skinner; focused on the extrinsic reward as the motivation of behavior

Front 99

Cognitive Dissonance

(Festinger, 1957)

Cognitive Process Theories

Back 99

When individuals behave in a manner that is inconsistent with their values and beliefs, they will change their beliefs to manage the psychological tension created by the mismatch. This urge to cope with the dissonance generates motivation-- either to change one's behavior or to change one's beliefs bout the behavior

Front 100

Expectancy Theory

(Victor Vroom, 1964)

Cognitive Process Theories

Back 100

Relies on valence, expectancy, and instrumentality to understand behavioral motivation. Refers to how much one values a particular consequence and will lead an individual to approach or avoid a behavior. The belief that one possesses the resources to achieve a certain goal, whereas instrumentality is the belief that completing a behavior will lead to a predictable outcome. Individuals are motivated by a motivational force that is the product of these three elements

Front 101

Theory of Learned Helpessness

(Segliman & Maier, 1967)

Interrelationships among Cognition, Affect, and Motivation

Back 101

Considered as a possible explanation for DEP. Research that found that animals exposed to inescapable pain will eventually stop trying to avoid the pain, even when opportunities to escape were presented.

Front 102

Attributional Style: Global/Specificity,
stability/instability, and internality/externality

(Weiner, 1986)

Interrelationships among Cognition, Affect, and Motivation

Back 102

Globability/specificity refers to whether an individual interprets events as general response or a situation-specific response. Stability refers to the amount to which an individual expects a particular response to be consistent across time. Internality/externality refers to the extent which an individual believes a result is caused by factors internal to the person or from the external environment

Front 103

Evaluative interactions between COG & EMO used to understand perf. and job satisfaction --> Equity Theory

(Adams, 1965)

Interrelationships among Cognition, Affect, and Motivation

Back 103

This theory indicated that individuals assess the rewards from their work. If they feel under-rewarded or over-rewarded, they experience emotional distress and attempt to retify these feelings through changing either their evaluations of or contributions to work.

Front 104

Goal-setting theory

1. by directing attention
2. by mobilizing efforts and resources for the task
3. by encouraging persistence
4. by facilitating the development of strategies to complete the goal

*individual must also have commitment to the goal in order for to maintain motivaion

(Locke, 1968)

Interrelationships among Cognition, Affect, and Motivation

Back 104

Incorporates the fact that humans can plan for and form expectations about the future and that these expectations can assist individuals in reaching peak performance. Goals can affect behavior in (4) ways:

Front 105

Yerkes-Dodson Law

ANX and perf.

Interrelationships among Cognition, Affect, and Motivation

Back 105

Indicates that there is an optimal level of anxiety that will lead to peak performance. If ANX is too low or high, perf. will be affected.

Front 106

Conscious Processing Hypothesis (CPH)

ANX and PERF.

Interrelationships among Cognition, Affect, and Motivation

Back 106

Postulates that increased anxiety associated with performance under pressure leads the individual to exert conscious control over a skill or activity that otherwise can be completed with automatic processing.

Front 107

Processing Efficiency Theory (PET)

ANX and PERF.

Interrelationships among Cognition, Affect, and Motivation

Back 107

Focuses on the effect of ANX has on the cognitive resources available to the individual. Predicts that increased stress will reduce the capacity of WM, thereby increasing the the difficulty of completing the task for the individual. research generally support this theory over CPH

Front 108

Conservation of Resources Theory (COR)

resource-focused theory

Interrelationships among Cognition, Affect, and Motivation

Back 108

Postulates that the impact of stress and emotions on performance can be understood as a fx of individual and group resources. An individual is primarily motivated to build and maintain resources that will protect both individual and the social systems that support the individual. resources help deal with ANX and stress.

Front 109

Self Talk

Back 109

The verbalizations (internal and external) that an individual has toward him or -herself that allow that individual to regulate emotions, and interpret perceptions, and provide instructions or feedback. (reinforcement or punishment)

Front 110

Cognitive Interference Theory

(Sarason, 1984)

self-talk

Interrelationships among Cognition, Affect, and Motivation

Back 110

Postulates that negative self-talk unrelated to the task interferes with the individual's ability to to perform adequately by drawing cognitive resources, such as attention, away from the task.

self talk has been found to be a good predictor of perfomance