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16 Cards in this Set
- Front
- Back
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Motivation
Motivation > Cognition > Behaviour |
influence of our wants on our actions/thoughts
BUT: how we think influences what we want although what we want influences how we think |
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Motivation vs. Cognition Debate |
Tends to be a equally plausible cognitive explanation for many things explained by motivation
-> cognitive explanation based on expectancy |
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Mechanisms: How Motivation -> Cognition |
1) Motivated memory search (bias search)
2) Creating a theory that supports our conclusion |
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Sanitioso, Kunda, Fong (1990)
Introversion/extroversion -> success -> list past behaviors |
Results: Self-serving bias If told introversion better, listed them quicker and more often If told extroversion better, then did opposite
- People function under reality constraints so really introverted ppl, when told extro- better, only claimed to be less intro- than they were |
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Kunda (1987)
Ask ppl: which mom better, working or stay at home for happy children? |
Results:
Again, choice = ambiguous -> self-serving bias |
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Dunning and colleagues:
we take advantage of ambiguity to self-enhance |
Ppl rated themselves as extraordinary on ambiguous traits, but more realistic on unambig. traits, where lying is obvious |
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Doosje (1995)
-> Subjects told their groups more/less prosocial -> based on large/small sample |
Results:
Subjects accepted good info for both small/large samples
Rejected bad info based on small sample |
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Kruglanski: Need for Closure just finishing a task can be a goal itself
1) time pressure 2) task tedious 3) no cost for being wrong 4) Vary in NFC tendency |
Castro essay -> choice -> attitude
1/3 watch comedy show after 1/3 watch stat lec 1/3 do = interesting task
quick closure high FAE -> less effort avoid closure high discounting
- avoid closure had sig. diff.
- motiv. -> inc./dec. stereotype activation |
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Fein & Spencer (1997)
1) subjects take IQ test, then randomly given +ve/-ve feedback
2) evaluate a woman in job interview, she appear Jewish or Christian |
ppl who receive -ve feedback favor Christian over Jew
+ve feedbk ppl = no bias
- threat motivation expressed at next appropriate stimulus |
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Sinclair & Kunda (1998): P_ _ R
-gave white subject +/- feedbk on a test, -blk vs wht evaluator -other subject observed interaction
then did word complet. task for blk stereotype
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blk eval. x + feedbk = no stereotype act.
blk X -ve =HIGH stereo- act.
wht X -ve and wht X +ve = low act. - b/c wht eval. irrelevant
observer low bias all conditions, no bias act. |
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Intrinsic vs. Extrinsic Motivation |
Motivation from within vs. external motivation study to learn > study for exam
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Over-justification Effect |
OJ Effect: Tendency of intrinsic mot. to dec. when rewards/extrinsic motiv. b/m assoc. w tasks
Attribution/self-perception phenomenon (when reward given too, confuse type of motiv. cause usually you get reward for tasks you don't naturally love to do) |
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Lepper et al. (1973) 1.Children given markers to play with (love to do) 2. 2 weeks later, 3 groups split; 1 given markers again, other told to use markers for reward, last no instruction but surprise reward after 3. week later markers given to kids again, to see their interest with them still |
Results: Expected reward kids lost some intrinsic motiv. to play w/ markers Surprise reward and no reward group kids kept playing w/ markers
thus reward expectancy undermines intrinsic motiv. rather than enhance |
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Dweck & colleagues: how ppl react to failure 1) helpless pattern 2) mastery- oriented pattern |
Study & Results: Children given 8 easy math qu, then 4 hard, then again 8 easy Questionnaire determined if they HP or MOP -> HP kids couldn't even solve 2nd set of easy that they could before -> MOP kids generally did better in all cases and persisted |
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Helpless pattern vs. Master-orientation pattern |
HP: once you fail, you can't improve, it's out of your control ~ pessimist - global attributions, believe suck at everything (FAE)
MOP: When fail, try harder to achieve success and persist in face of failure ~ optimist |
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Muller & Dweck (1998) Give 1 easy set problems, 2nd hard set, 3rd easy again Ctrl (no feedback) vs. Grp2 (intelligence ability praised) vs. Grp3 (effort praised) After 1st, tell the all got great score, after 2nd say they did poorly, after 3rd see how they all do |
Results: Intelligence praise did worse than both grps - Less persistence & less +ve emotion
Effort praise grp did better on 3rd set - More persistence & more +ve emotion |
