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General Psychology: Motivation and Emotion, Lecture notes of Psychology

Sources and Theories of Motivation, Nature and Theories of Emotion.

Typology: Lecture notes

2020/2021

Uploaded on 06/11/2021

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General Psychology Note Motivation & Emotion Page 1
General Psychology
Notes - Motivation & Emotion
These are general notes designed to assist students who are regularly attending class and
reading assigned material: they are supplemental rather than exhaustive and reflect general
concepts.
I.
Motivation - the influences that account for the initiation, direction, intensity, and persistence of
behavior.
A.
Sources of Motivation
1.
Biological factors - food, water, sex, and temperature regulation
2.
Emotional factors - panic, fear, anger, love, and hatred
3.
Cognitive factors - perceptions, beliefs, and expectations
4.
Social factors - parents, teachers, siblings, friends, and media
B.
Theories of Motivation
1.
Instinct Theory - innate biological instincts guide behavior
*
2.
Drive Reduction Theory - behavior is guided by biological needs and learned ways of reducing
drives arising from those needs.
*
*
3.
Arousal - people seek to maintain an optimal level of physiological arousal, which differs from
person to person. Maximum performance occurs at optimal arousal levels.
*
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General Psychology

Notes - Motivation & Emotion

These are general notes designed to assist students who are regularly attending class and reading assigned material: they are supplemental rather than exhaustive and reflect general concepts. I. Motivation - the influences that account for the initiation, direction, intensity, and persistence of behavior. A. Sources of Motivation

  1. Biological factors - food, water, sex, and temperature regulation
  2. Emotional factors - panic, fear, anger, love, and hatred
  3. Cognitive factors - perceptions, beliefs, and expectations
  4. Social factors - parents, teachers, siblings, friends, and media B. Theories of Motivation
  5. Instinct Theory - innate biological instincts guide behavior
  • instinct - a complete pattern of behavior that occurs without learning in every member of the species ( Fixed Action Patterns ).
  1. Drive Reduction Theory - behavior is guided by biological needs and learned ways of reducing drives arising from those needs.
  • homeostasis - physiological systems kept in balance (equilibrium) by making adjustments in response to change.
  • 2 drives - primary (biological needs) secondary (learned)
  1. Arousal^ -^ people seek to maintain an optimal level of^ physiological arousal, which differs from person to person. Maximum performance occurs at optimal arousal levels.
  • increase arousal when it is too low ( seek excitement when bored)
  • decrease when it is too high (relaxation when over-stimulated)
  1. Incentive - behavior guided by the lure of rewards and the threat of punishment. Cognitive factors influence expectations of the value of various rewards and the likelihood of attaining them.
  2. Maslow's Hierarchy of Needs - human behavior influenced by needs or motives that can be ranked. Needs at a lower level must be partially satisfied before people can be motivated by higher-level goals * deficiency needs * meta-needs (growth) II. Hunger and Eating A. Biological Signals for Hunger and Satiety
  3. Signals from the Stomach
  • contracts during hunger pangs & increased pressure to reduce appetite
  • influences eating behavior does not control
  1. Signals from the Blood
  • brain needs blood nutritional needs in blood
  • brain monitors glucose (sugar used by body) fatty acids and amino acids (protein)
  • when glucose drops eating increase sharply
  • hormones (insulin/needed to use glucose and leptin/regulates body fat) B. Hypothalamus Plays Primary Role in Regulating Eating Behavior
  1. Ventromedial nucleus - stop-eating center
  2. Lateral hypothalamus - start-eating
  3. Two interact to maintain homeostasis (balance)
  • eat until set-point reached (body weight, food intake, and related metabolic signals)
  1. Paraventricular nucleus - Neurons act on the PVN stimulating carbohydrate or high fat eating C. Flavor, Cultural Learning, and Food Selection
  2. Sights and smells of paf particular foods prompt eating because of prior association.
  3. Family customs and social occasions create norms for eating in particular ways.
  4. Stress is often associated with eating more.
  5. Values in Western civilization encourage thinness and can inhibit eating.
  • usually not life threatening
  • dehydration, nutritional problems, intestinal damage, and dental problems
  • associated with depression and other emotional problems III. Sexuality A. Biology of Sex
  1. Sexual Response Cycle (Masters and Johnson Research - 1966)
    • Excitement, Plateau, Orgasm, and Resolution
    • Refractory period in men (temporarily unable to be aroused) B. Heterosexual Attitudes and Behavior
  2. Increasing number of young people who are sexually active.
  3. Increase in females who are sexually active - equal to males.
  4. More liberal attitudes in general.
  5. Double-standard still present for premarital and extra-marital.
  6. 1994 - Sex in America Survey - Results suggest that sex lives are more conservative than previously believed and ruled by marriage and monogamy. C. Homosexual Attitudes and Behavior
  7. Rates of homosexual behavior have remained constant in 20th century.
  8. Acceptance was increasing until AIDS epidemic.
  9. Sexual orientation dependent on interaction of genetic, physiological, cognitive, and environment.
  • Continuum of sexual orientation (Kinsey).
  • Research on biological basis inclusive.
  • Not due to sexual orientation of parents, dominant parents, or inappropriate role models
  1. Bias and discrimination against homosexuals often leads to acts of violence. D. AIDS
  2. STD caused by HIV (Human Immunodeficiency Virus) which destroys the immune system.
  3. 1981 fewer than 60 cases recognized - 1994 more than 40,000 in U.S. died from AIDS.
  4. Leading cause of death among 24-44 years of age.
  5. 1 to 1.5 million Americans asymptomatic.
  1. Transmitted only through sexual contact, sharing needles, and blood transfusions.
  2. Highest risk group - females 15-24 who live in rural areas.
  3. Progression Stage 1: HIV+/Asymptomatic (20-30% will develop AIDS within 5 years) Stage 2: HIV+/Symptomatic (swollen lymph glands, fatigue, weight loss, diarrhea, fever, and sweats) Stage 3: AIDS (die from inability to fight off opportunistic diseases and health complications - pneumonia, cancer)
  4. Treatment no cure/drugs such as AZT slow the progression. E. Sexual Knowledge
  5. Most Americans are not very knowledgeable about sex.
  6. Both adolescents and adults have misconceptions about sex.
  7. Lack opportunities to define and discuss values about sexuality.
  8. Inundated with sexual messages but often misinformed.
  9. Need open and honest discussions about sexuality. IV. Achievement Motivation A. Need for Achievement
  10. Gain esteem
  11. High achievement motivation
  • strive for excellence
  • persist despite failures
  • set challenging but realistic goals
  1. Workers are more satisfied
  • work toward their own goals and get concrete feedback
  • a variety of tasks, individual responsibility, and intrinsic rewards
  • like to be involved in the decision making
  1. Gender Differences
  • related to the differences in how males and females view themselves based on learning
  • males more likely to view failure as a result of their own effort
  • females more likely to view failure as a lack of ability
  • females more likely to develop a fear of success (unfeminine & threatening to men)
  1. Facial expressions play a primary role in communicating emotions (6,000 - 7,000)
  2. People are especially sensitive to minute changes in facial expression
  3. Charles Darwin - emotional facial expressions biologically wired and serve an adaptive role
  4. Research supports that facial expressions are largely unlearned
  5. Culture - specific variations in emotional facial expressions
  6. Children gradually learn an emotion culture - rules about where and when different emotions are appropriate and how they may be expressed