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59 Cards in this Set
- Front
- Back
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What is Motivation (definition) |
Any internal process that gives behavior its energy, direction, and persistence Energy: behavior has strength. It is strong, intense and hardy/resilient Direction: behavior has purpose. Aimed toward achieving some particular goal/outcome Persistence: behavior has endurance. Sustains itself over time |
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What are Internal Motives? |
Need: essential and necessary for the maintenance of life (hunger, thirst, sleep, etc) Cognition: mental events - "what you're thinking" Emotion: short-lived, help us adapt to opportunities and challenges - "how you're feeling" |
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What are External Motives? |
Environmental- sensory experiences (sounds, smells, lighting, etc) Social- situational (where are you) - campus, work, etc. Cultural- your relationship values (holiday traditions, religion, etc) |
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What are the two perennial questions addressed by the field of motivation? |
-what causes behavior? -why does behavior vary in its intensity? |
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What is neuroscience? |
The scientific study of the nervous system and of the brain in particular. |
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Homeostasis |
Balance- the body wants to stay in a state of homeostasis -->body temperature, blood sugar levels Homeostasis happens instinctively - both conscious and unconscious |
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Negative feedback |
Opposite of a 'drive' Stops behavior Without negative feedback, a person would not feel satiated |
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Thirst- what is the role of the hypothalamus? |
Communicates: -kidneys to conserve water -psychological drive to drink water |
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What is the role of ghrelin |
-"hunger hormone" -manufactured in the stomach, circulates in the blood, and detected and monitored by the lateral hypothalamus |
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What is the role of leptin |
-suppressed appetite -manufactured by fat cells, circulated in the blood, and detected and monitored by the ventromedial hypothalamus |
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Facial metrics - what has research shown to be the most attractive for males and females? |
-female attractiveness (youthfulness) -->large eyes, small nose, small chin -male attractiveness (sexual maturity) -->prominent chin, thick eyebrows |
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What is the difference between intrinsic and extrinsic motivation? |
Intrinsic - the inherent desire to engage one's interests and to exercise and develop one's capacities "I am doing this because it is interesting!" Extrinsic - something from the environment. Environmentally created reason to engage in an action or activity "Do 'this' in order to get 'that' |
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Rewards - when/how can they be effective reinforcers |
For a reward to truly be a reinforcer it must do at least one of the following: -decrease drive -decrease arousal -increase arousal -be attractive -feel good Increase the possibility of having fun -unexpected, imminent personal gain : more impact of the reward |
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What are the benefits of intrinsic motivation? |
-encourages spontaneous compliance/behavior -gives an individual a sense of agency -improves self worth -facilitates long term learning, growth, and persistence |
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Risks of Extrinsic Motivation |
-might decrease already existing intrinsic motivation (paying children to read of they already like to read for fun) -decrease likelihood that an activity will be intrinsically motivating before a person is giving the opportunity (paying a child to learn how to read before they can read) -->Quality of learning/work decreases |
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What are the four types of Extrinsic Motivation? |
-External regulation - to get reward or avoid consequences -Introjected regulation - feel good about oneself -Identified regulation - feelings about society -Integrated regulation - it's who you are |
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Psychological need |
-An inherent source of motivation that generates the desire to interact with the environment so as to advance personal growth, social development, and psychological well-being -protect us from damage to the self -autonomy, competence, and relatedness |
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What are the benefits of psychological need satisfaction? |
-Engagement -Personal Growth -Intrinsic Motivation -Internalization -Health -Well-being |
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What are the 3 psychological needs? |
-Autonomy - opportunities for self-direction -Competence - optimal challenge -Relatedness - social interaction |
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Autonomy - defined |
"I want to do it" -psychological need to experience self-direction and personal endorsement in the initiation and regulation of one's behavior |
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Competence - defined |
-psychological need to be effective in one's interactions with the environment -challenge and flow -structure -failure tolerance -seeking out challenges is a sign of perceived competence |
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Autonomy support vs. controlling behavior |
Autonomy support (an interpersonal tone of understanding) -take other person's perspective, encourage intrinsic motivation, provide rationale, show patience Controlling (the interpersonal tone of pressure) -I am your boss -I am here to monitor you |
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Relatedness - defined |
Psychological need to establish close emotional bonds and attachments with other people (caring, responsive, reciprocal, warm relationships) -essence of relatedness : it reflects the desire to be emotionally connected to and interpersonal involved in warm relationships |
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Functions of the Amygdala |
-detects, responds to, and learns threat and reward -emotionally significant events -sends strong signals of threat/reward throughout the brain (Detects the aversive characteristics of environmental objects and relay this emotion-laden information to neighboring cortical and subcortical brain regions) |
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Reticular formation |
Plays key role in arousal, alertness, and wakefulness (process of awakening the brain to process incoming sensory information) -ascending reticular activating system (projects its nerves upward to alert and arouse the brain) and descending reticular formation (projects its nerves downward to regulate the body) |
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Functions of the hypothalamus |
"Control Center" -biological functions (hunger, thirst, sex drive) -regulates endocrine system (hormones, fight/flight response) -regulates autonomic nervous system -->by regulating these two systems, the hypothalamus is able to regulate the body's internal environment (heart rate, hormone secretion) |
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Cognitive Evaluation Theory |
-all external events have both a controlling aspect and an informational aspect -the theory presumes that people have psychological needs for autonomy and competence -controlling aspect of an external event that affects the person's need for competence -applies to the offering of incentives and rewards |
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What are the research findings regarding the outcomes of corporal punishment? |
-corporal punishment produces the short-term effect of immediate compliance -unintended consequences: children who are spanked are more likely to display aggression, antisocial behavior, poor mental health, poor moral internalization, poor quality of parent-child relationship, victim of physical abuse. -as adults, children who were spanked are more likely to display: aggression, poor mental health, abuse of own child as an adult, criminal and antisocial behavior. |
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Why do we learn more from failure than success? |
1. Failure urges people to identify its causes (and remedy them) 2. Failure prompts people to revise and update the quality of their coping strategies 3. Failure prompts people to realize their need for advice and guidance |
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What two conditions must be present to achieve relatedness satisfaction? |
-Responsiveness -->understanding -->validation -->caring -Social Bond -->cares about my welfare -->likes me |
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Exchange Relationships |
-business relationships -no obligation exists to be concerned with the other's needs or welfare -this relationship DOES NOT satisfy the relatedness psychological need |
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Communal Relationship |
-BOTH partners care for the needs of the other and both want to support the other's welfare -partners monitor and keep track of (and actively support) the other's needs -communal relationships DO satisfy the relatedness psychological need |
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Intraorganismic/Extraorganismic Mechanisms |
Intraorganismic -within the body -brain -endocrine system -bodily organs Extraorganismic -environmental influences -cultural influences -relationships -thoughts/beliefs |
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Hunger - what affects appetite? |
-Blood glucose levels drop; feel hunger -Protein and fiber - most satiety -Cold temperatures - feel hunger -Ghrelin - stimulates hunger -Leptin - suppresses appetite |
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What are the 3 grand theories of motivation? |
Will, instinct, and drive |
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Theory - Will |
Will- descarte --> his hope: once he understood the will then an understanding of motivation would unfold -philosophers found the will to be mysterious and difficult to define |
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Theory - Instinct |
-influenced by Darwin -biological determinism turned the mood of scientists away from mentalistic motivational concepts and toward mechanistic and genetic ones -motivation is not limited to humans -motivation/genetically endowed to hunt, raise offspring, fight, survive |
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Drive - grand theory |
-Serve the body's needs -Psychological drive motivated whatever behavior was instrumental to servicing the body's needs (ex. Eating, drinking) -Freud - based on clinical work. Believed that all behavior was motivated and that the purpose of behavior was to serve the satisfaction of biologically based bodily needs -Hull - based on experimental work (discovered you can manipulate and predict motivation) |
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What is a need? |
Any condition within the person that is essential and necessary for life, growth, and well-being |
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How does the dopamine-based reward system work? |
-from neuroscience perspective, reward is dopamine release -the ventral segmental area: manufacturing site for dopamine- protects fibers into the nucleus accumbens that receives dopamine- releases information -activation nucleus accumbens: -->experience of reward -->people learn what to like, what to prefer, and what to want |
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What are the 5 main ways of measuring motivation ? |
-Behavior -Engagement -Psycho-physiology -Brain Activations -Self-Report |
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Measuring motivation: Behavior |
Effort - how hard are you trying? Persistence - how long have you been trying? Latency- how long did it take you to start trying? Choice - which option do you choose? Probability of response - how often do you try? Facial expressions Bodily gestures |
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Measuring motivation: engagement |
How actively involved are you in a task? -are you on task? (Behavior) -are you interested? (Emotion) -how deeply are you thinking about the task? (Cognition) -are you actively participating? Asking questions? (Agency) |
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Measuring motivation- psychophysiology and brain activations |
Brain activity, hormonal activity, cardiovascular activity, ocular activity, electrodermal activity, and skeletal activity |
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Measuring motivation - self-report |
Questionnaires, surveys Limitations - people can lie Benefits - easier to get people to participate? Can do large samples |
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History of motivation - Plato |
Plato -appetite aspect of the mind (bodily related appetite and desire) -competitive aspect of the mind (socially-referenced standards ex. Pride) -calculating aspect of the mind (decision-making capacities) |
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History of motivation- Aristotle |
Aristotle -nutritive aspect of the mind (impulsive, irrational, animal-like: ex. Urges) -sensitive aspect of the mind (bodily-related (ex. Pleasure and pain) -rational aspect of the mind (idea-related, intellectual, featured the "will") |
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What happened in the field of Motivation post-drive theory? |
First - motivation study rejected its commitment to a passive view of human nature and adopted a more active portrayal of human beings Second - motivation turned decidedly cognitive and somewhat humanistic Third - the field focused on applied, socially relevant problems |
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Cortical brain - functions |
-Bulging, wrinkled surface -Functions at a conscious, intentional, and purposive level -cortical brain is associated with cognitively rich motivations such as goals, plans, strategies, values, and beliefs about the self |
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Subcortical brain - functions |
-Associated with basic urges and impulses and with emotion-rich motivations such as hunger, thirst, anger, fear, anxiety, pleasure, desire, reward, and wanting. -anatomic core of the brain |
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Prefrontal cortex |
-Making plans, setting goals, formulating intentions -Right hemispheric activity is associated with negative affect and "no go" avoidance motivation while left hemispheric activity is associated with positive affect and "go" approach motivation |
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Basal Ganglia |
Provide movement and action with a motivational and an emotional punch Motor cortex sends "go" signals to the body's muscles to produce movement |
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Effects of dopamine |
-Dopamine is a neurotransmitter released by th brain that plays a number of roles including movement, memory, pleasurable reward, attention, sleep, etc. -Levels of dopamine in the brain help in improved working memory -effects of low dopamine : depression, attention deficits, anxiety, and asthenia. Other include cognitive impairment, confusion, and depersonalization |
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Effects of cortisol |
"Stress hormone" -activated in reaction to social-evaluative threats -short-term adaptive function, but long term association with poor intellectual functioning, negative affect, and poor health outcomes. |
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Effects of testosterone |
-associated with high competition, status-seeking, and sexual motivation -underlies status-seeking behavior -underlies sexual motivation |
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Effects of oxytocin |
-bonding hormone -raises trust in others -motivates seeking the counsel, support, and nurturance of others during times of stress |
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Physiological need |
-Biological -Protect us from bodily imbalance promote growth, well-being, and life -thirst, hunger, and sex |
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Incentives- definition and examples |
-environmental event that attracts or repels a person toward or away from initiating a particular course of action -incentives always precede behavior -examples: (positive) - smile, an inviting aroma, presence of friends -examples (negative) - grimace, spoiled smell, presence of enemies |
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Consequences - reinforces and punishers |
-Positive reinforcer examples : approval, paychecks, and trophies operate as positive reinforcers that occur after saying thank you, working a 40 hour week.. etc -Reward: offering from one person given to another person in exchange for his or her service or achievement Ex: manager gives "thumbs up" to acknowledge an employee's successful performance |
