Motivation and Emotion exam 1

Physiological needs (thirst, hunger sex), Psychological needs (autonomy, relatedness, competence) , and Implicit Motives (achievement, affiliation, and power)

3 types of needs and their subtypes

psychological needs

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

The balance of skill and challenge can create an enjoyable situation. adding skill and challenge can create concentration, absorption, enjoyment, and optimal experience. people enjoy more challenging work than they do unchallenging leisure The experience of flow facilitates and improves performance, and this facilitating effect holds true across a wide range of people and activities. To experience flow, people seek out optimal challenge that can enable them to use their optimal skill level. The fact that people can adjust both levels of skill and level of difficulty (challenge) means that they can establish the conditions for the optimal challenge and hence create the conditions to involve and satisfy their need for competence.

Defend flow theory's assertion that any activity can be made to be an enjoyable one. To make any task more enjoyable, what two factors can be fined-tuned or adjusted? Explain

the need for achievement is the desire to do well relative to a standard of excellence. WHen facing standards of excellence, individuals high in the need for achievement generally respond with the approach-oriented emotions such as hope, pride, and anticipatory gratification . Individuals low in the need for achievement generally response with avoidance oriented emotions such as anxiety, defense, and the fear of failure.

Define the need for achievement. Explain what sort of behavior or outcomes it predicts.

leadership motivation pattern - high need for power, low need for affiliation, high inhibition individuals who desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined. compassionate leadership- high need for power, high need for affiliation, high inhibition a leader with high affiliation motivation is likely to motivate followers by communicating concern, respect, appreciation, and support. Coach and mentor with compassion and by communicating and offering empathy and care. embrace moral identity- act with a sense of responsibility towards others

Describe both the (a) leadership motive pattern and (b) compassionate leadership profile in terms of the implicit motives of power and affiliation. Explain why these two constellations of implicit motives produce effective leaders

Thoughts of friendships and relationships Story themes- relationships produce positive affect, reciprocal dialogue, and expressions of committment, union, and interpersonal harmony. Interaction style- self disclosure, intense listening habits, many conversations autobiography- themes of love and dialogue are mentioned as personally significant life experiences. peer rating - rated as warm, loving, sincere, nondominant. memory- enhanced recall with stories involving themes of interpersonal reactions

Describe the person with a high need for intimacy by outlining his or her characteristics, thoughts, TAT themes, interaction style, and autobiographical memories seen as particularly important life themes.

the need for affiliation is rooted in the fear of interpersonal rejection. They interact with others to avoid negative emotions, such as rejection or anger. This can be thought of as the need for approval, acceptance, and security in interpersonal relations. The intimacy motive reflects a concern for the quality of one's social involvement. It is a willingness to experience a warm, close, and communicative exchange with another person. At the core of strong intimacy strivings is the desire and need to share ones inner life (desires, feelings, and goals) with a close other. the need for affiliation revolves around "deprivation love" whereas the need for intimacy revolves around "being-love".

Differentiate between the need for affiliation and the need for intimacy

people who pursue optimal challenge are likely to experience failure and frustration as they are to experience success and enjoyment. one hallmark of optimal challenge is that success and failure are equally likely when people are placed into a social context that reacts harshly to failure, they are more likely to avoid challenge than to seek it. People most prefer to seek out optimal challenges (rather than esy successes) when they find themselves in social environments that are autonomy-supportive and failure-tolerant rather than controlling and failure tolerant we learn more from failure than we do success 1. failure urges people to identify its causes (and eventual remedy) 2. failure prompts people to revise and update the quality of their coping strategies 3. failure prompts people to recognize their need for advice and instruction LEARN FROM YOUR MISTAKES

Discuss how error tolerance (or failure tolerance) contributes to the experience of, and motivation for, optimal challenge.

Instigation causes a rise in approach tendencies; it is the amount of motivation to do something Inhibition causes a rise in avoidance tendencies; it is the amount of motivation to not do something. Consummation refers to the fact that performing an activity brings about its own cessation. this consummatory force decreases the motivation to continue to engage in an ongoing behavior; it is the motivation to stop and take a rest

Discuss the contribution that each of the following three variables adds to the dynamics-of-action model: instigation, inhibition, and consummation.

To some extent, the relationship between the need for power and aggression holds true, as men in higher power strivings do get in to more arguments and do participate more frequently in competitive sports. However, the relationship between power and aggression is diluted because society largely controls and inhibits peoples acts of overt aggression. For this reason, aggressive manifestations of the need for power largely expresses themselves as impulses to (rather than actual acts of) aggression. Males and females with high needs for power report significantly more impulses to act aggressively. felt urge to: Yelling @ someone in traffic, throwing things around the room, destroying furniture or breaking glassware, insulting clerks in stores

Discuss the relationship between the need for power and interpersonal aggression

As high power-need individuals listened to inspirational speeches, their moods became significantly more lively and energetic, and their physiological arousal (measured by epinephrine/adrenaline) showed a striking increase. Base on these findings, the opportunity to involve ones power strivings fills the power-needing individual with a vigor that can be measured.

Discuss the relationship between the power motive and sympathetic nervous system activity and its implications for emotion and physical health.

Research shows that punishment is actually an ineffective motivational strategy. They induce negative emotion, ruin relationships, and teach others an ineffective behavior modification strategy. Children who are spanked are more likely to show aggression, antisocial behavior, poor mental health, poor moral internalization, and impaired parent-child relationships as adults.

Do punishers work- do they suppress undesirable behavior?

negative feedback system

Example: You are eating food when you suddenly start to feel full. This feeling of satiety is accomplished via the _____

Explanatory rationale is a verbal explanation as to why putting forth effort during the otherwise uninteresting activity might actually be a personally useful and important thing to do People who hear a convincing and personally satisfying rationale for why it is important to engage in an uninteresting activity generally put forth greater effort and engagement during that activity than do people who do not hear such an explanatory rationale The reason this works is because it can spark some degree of valuing, identified regulation, and internalization, and personal acceptance.

Explain how an externally provided rationale can increase a person's self-determined motivation to engage in an uninteresting but important task with high effort.

implicit motives are enduring (trait-like), nonconscious needs that influence what the person thinks about, feels, and does, and these needs motivate the person toward the pursuit and attainment of specific social incentives. Implicit motives for achievement are different, as they are based on emotional reactions during a challenging task and whether you really want to emotionally want to persist in the face of failure. Life is a series of situations such as personal challenges, social interactions, and influence attempts. Encountering and being in these various situations generates either positive, neutral, or negative emotional reactions and the positive situations feel emotionally rewarding while the negative situations feel emotionally punishing. The more rewarding the situations are, the more we desire them and seek them out (they motivate us)

Explain how an implicit motive that lies dormant within the individual's personality becomes situationally activated and hence capable of motivating that person's behavior in day-to-day activities.

negative reinforcer increases behavior punishment decreases behavior

Explain how to distinguish between negative reinforcer and punishment

exchange relationship - those between acquaintances or between people who do business together communal relationship- between persons who care about the welfare of the other, as exemplified by friendships, family, and romantic relationships. What distinguishes exchange from communal relationships are the implicit rules that guide giving and receiving of benefits, such as money, help, and emotional support. in exchange relationships, no obligation exists between interactants to be concerned with the other person's needs or welfare in communal relationships, both parties care for the needs of the other, and both feel an obligation to support the others welfare. only communal relationships satisfy the relatedness need. In communal relationships, people monitors and keep track of the other people's needs, regardless of any forthcoming opportunities for reciprocity or material gain. An exchange relationship is something like giving a friend a ride home and getting $10 for it

Explain the distinction between exchange and communal relationships. Explain why each type of relationship does or does not satisfy the need for relatedness.

When rewards are at stake, the learners goals shift away from attaining mastering and learning per se in favor of just getting the reward The reward-motivated learner is more likely to attend to factual information and to getting a quick answer at the expense of optimally challenging him- or herself, searching for a creative solution, or conceptually understanding the material and its relevance to the persons life. Learners typically quit as soon as the reward is obtained. When rewards are not involved, learners generally persist until the curiosity is satisfied, interest is exhausted, or mastery is attained.

Explain the following research conclusion: extrinsic rewards interfere with the process and quality of learning

Sexual behavior is influenced by sex hormones called androgens (testosterone), estrogens, progesterone, and oxytocin. Androgens mostly contribute to the sexual motivation of males (men have 10x more testosterone than women) and estrogens mostly contribute to the sexual motivation of females. Even for females, androgens play the key role in regulating sexual motivation. Men and women experience and react to sexual desire very differently. In men, the correlation between physiological arousal and psychological desire is high. Men's sexual desire can be predicted and explained in the context of their sexual arousal. Sexual desire emerges rather spontaneously from an arousal trigger, and that rising sexual desire then generates accompanying physiological and psychological arousal (in the form of sexual thoughts, fantasies, and urge to be sexual). In women, the correlation between physiological arousal and psychological desire is very low. So women's sexual desire cannot be predicted and explained by physiological need or arousal, instead, it is responsive to relationship factors such as emotional intimacy. So for women, sexual motivation begins with intimacy needs and the physical intimacy it allows for facilitates post sexual gains in felt intimacy towards her partner.

Explain the key difference between men's and women's sexual response cycle. What causes men and women to experience high sexual motivation?

experiences that involve and satisfy psychological needs generate positive emotion and psychological well-being. We have a good day when our psychological needs are met College students had their best days when they experienced higher levels of autonomy, daily competence, and daily relatedness. As people spent their days attending classes, talking with friends, playing the cello, or on the job at work, the more internal was their perceived locus of causality (daily autonomy), the more effective they felt (daily competence), and the more they felt close to and connected with others (daily relatedness) during these activities, the greater was their positive affect and vitality and the lesser was their negative affect and physical symptomatology. Moment-to-moment daily fluctuations in need satisfaction promote and enable well-being while need frustration disrupts it

Explain this idea: Psychological needs function as psychological nutriments to positive psychological well-being.

The problem with using expected and tangible rewards is that they yield only compliance, low-quality learning, minimal functioning (poorly washed hands), and a dependence on further external regulation (low maintence of the desired behavior). Recognizing that external contingencies are associated with poor functioning and unintended side effects, researchers have explored ways to motivate others to engage in and benefit from uninteresting activities, including providing an explanatory rationale.

Explain why motivation researchers recommend that practitioners who are trying to motivate others to engage in inherently uninteresting activities recommend the offering of explanatory rationales rather than incentives or rewards.

Engagement refers to how actively involved the person is in the activity at hand When highly engaged, people pay attention, concentrate deeply, exert effort, persist in the face of challenge and obstacles, think strategically, diagnose and solve problems, set goals and make plans, ask questions, adn contribute constructively in the flow of whatever they are doing. Rock skipping girl illustrates motivational engagement because she pursued her owl goals (autonomy) and strove for effectance and improvement (feel competent)

Give an example of engagement as it relates to psychological need satisfaction

health refers to the functional efficiency of the mind and body and to the absence of illness, disease, and pathology. People are more likely to initiate and sustain a health-promoting lifestyle when their psychological needs are met

Give an example of health as it relates to psychological need satisfaction

Internalization is the taking in of beliefs, behaviors, and regulations from other people (and social groups) such that they are transformed into violational self-regulation of one's own. Internalization is an external motivational process, not internal, because it is useful or important, not engaging or fun. We internalize others beliefs and behaviors easily when we know that the other cares for us and loves us (relatedness), when we believe that the recommended beliefs and behaviors will allow us to function more effectively in life (competence), and when we understand how these beliefs and behaviors will help us accomplish the goals and strivings that are central to our interests (autonomy)

Give an example of internalization as it relates to psychological need satisfaction

intrinsic motivation is spontaneous activity done merely for the enjoyment of the activity itself An activity is fun because it generates experiences of feeling autonomous, competent, and related. game of tennis is intrinsically motivated because it allows me to feel free and violational, challenged and effective, and interpersonally close and connected to others. Intrinsic motivation is quite literally the motivation that arises from experiences of psychological need satisfaction

Give an example of intrinsic motivation as it relates to psychological need satisfaction

personal growth refers to how agentic, mature, responsible, authentic, etc. a person is The fruits of personal growth can be seen in developmental outcomes such as effective functioning, deep and enduring interests, learning, gains in talent and skill development, a sense of self-worth, a lack of anxiety and conflict, and personality integration as a sense of wholeness and identity

Give an example of personal growth as it relates to psychological need satisfaction

Well-being refers generally to positive mental health and more specifically to the presence of positive emotionality, the absence of negative emotionality, having a sense of purpose, and being satisfied with one's life. People who have their psychological needs satisfied are happier, more interested, and more enthusiastic than people who have their psychological needs neglected or frustrated.

Give an example of well-being as it relates to psychological need satisfaction

Positive reinforcer: getting a check for working hard makes Ali work hard again Negative reinforcer: Taking the trash out to stop Ali's roommates from nagging makes her take the trash out again next week Punisher: Ali stopped coming home past curfew because she got grounded for a week. Reward: Ali received 500 dollars for winning a free throw contest, but she's not sure if she will enter one again.

Give one example of each of the following: positive reinforcer, negative reinforcer, punisher, reward

negative feedback

Homeostasis physiological stop system

clear expectations - what should i do -what represents good performance - how good is good enough guidance - am i doing this correctly - will i be able to do this well - how can i improve/do better feedback - is this any good - what should i work on next -how can i advance from good to great

Identify each of the three key aspects of a highly structured environment

psychological drive- appetite biological need- low blood sugar

Identify the drive and the need I am going to make dinner (appetite) because I am hungry (glucose is low.)

need = nutrition hunger= drive

Identify the need and the drive Glucose depleted and hunger presents itself

Engagement Personal growth Intrinsic motivation Internalization Health Well-being

Identify the six benefits from experiences of psychological need satisfaction.

men- prefer women with neonatal features, such as large eyes, a small nose, and a small chin are seen as youthful and agreeable. also- prefer sexual maturity (cheekbone prominence) and expressive characteristics (eyebrow height and smile height and width) women- prefer men with sexual maturity features. Men with a prominent chin length and thick eyebrows are seen as strong and competent. Expressive features (smile height and width) also add to attractiveness.

Identify what facial-metrics are most attractive to (a) women and (b) men.

1)takes the students perspective - aware of the students needs, wants, goals, etc. 2)vitalizes inner motivational resources during instruction - provides interesting learning activities 3)provides explanatory rationales - "The reason is" "because" 4)Uses non-pressuring, informational language - "you may" "you might" 5)Acknowledges and accepts negative effect - accepts complaints as valid 6)displays patience - allows students to work at their own pace

List and provide a brief example for each of the six elements of an autonomy-supportive motivating style

1) undermines intrinsic motivation 2) interferes with the quality and process of learning 3) interferes with the capacity for autonomous self regulation 2) When rewards are at stake, the learners goals shift away from attaining mastering and learning per se in favor of just getting the reward 3) after a history of being rewarded for doing something, reward recipients understandably begin to have difficulty regulating their behavior when not offered a reward. develop a reward dependency. The person who is unable to regulate their behavior autonomously will have a difficult time finding the needed motivation within themselves when the environment stops offering rewards.

List any two hidden costs of rewards. explain why extrinsic rewards produce these two hidden costs.

Achievement- doing something well to show personal competence. Affiliation- opportunity to please others and gain their approval; involvement in a warm and secure relationship Power- having impact on others

List the incentive that activates the emotional and behavioral potential for each of the three implicit motives of achievement, affiliation, and power.

successful dieting requires that a dieter first deaden his or her responsiveness to internal cues (i.e. feeling hungry) and second substitute conscious cognitive controls to supplant, override, automatic and unconscious physiological controls. By dieting, the dieter attempts to bring eating behavior under cognitive, rather than physiological control. The big problem is that cognitive controls do not feature a negative feedback system. Lacking a negative feedback system, dieters are highly vulnerable to binging. 1) because we like to think that our cognitive controls and willpower are stronger than our psychological controls and hunger cues; and 2) environmental events (alcohol, presence of others) can easily distract us away from cognitive control over what we are trying to do. Automatic physiological cues are highly motivational. Biological systems overwhelm our well-meant cognitive controls- which is explained by the restraint release phenomenon. Dieters become increasingly susceptible to disinhibition (or restraint release) of their cognitively regulated eating style when they are under conditions of anxiety, stress, alcohol, depression, or exposure to high calorie foods. Counterregulation (dieters causes binge eating) describes the paradoxical pattern displayed by dieters who generally eat very little yet who eat very much after consuming a high-calorie "preload".

People often fail in the attempt to self-regulate their physiological needs. Explain why this is so often true.

relatedness is the psychological need to establish close emotional bonds and attachments with other people, and it reflects the desire to be emotionally connected to and interpersonally involved in warm relationships the hallmarks of relatedness are feeling socially connected and both giving and receiving care and benevolence to those people (and social organizations) we deem to be significant in our lives social interaction is the primary condition

Provide a definition for relatedness as a psychological need.

Automatic physiological cues are highly motivational. Biological systems overwhelm our well-meant cognitive controls- which is explained by the restraint release phenomenon. Dieters become increasingly susceptible to disinhibition (or restraint release) of their cognitively regulated eating style when they are under conditions of anxiety, stress, alcohol, depression, or exposure to high calorie foods. Counterregulation (dieters causes binge eating) describes the paradoxical pattern displayed by dieters who generally eat very little yet who eat very much after consuming a high-calorie "preload".

Research shows that dieting can lead to restraint release and binge eating. Explain why dieters are more susceptible to restraint release than are non-dieters.

Under conditions of isolation and fear, people report being jittery and tense, feeling as if they are suffering and in pain, and seeing themselves as going to pieces. To reduce such anxiety and fear, people typically adopt the strategy of seeking out others. Having other people around while anxious is comforting, and it helps us clarify the threatening situation, identify possible coping strategies, and carry out our coping attempts. People desire to affiliate for emotional support and to see how others handle the emotions they feel. Gain emotional and physical support.

Schachter found that anxious people preferred to be with other people rather than to be alone. Why do anxious people voluntarily seek out and prefer to be with others?

Need

This type of support - food, water, and sleep- maintains life and health, nurtures growth, and promotes well-being.

low skill & low challenge = apathy high skill & low challenge = boredom low skill & high challenge = anxiety low skill & medium challenge = worry high skill & small challenge = relaxation skill: apathy, relaxation, boredom as it goes across challenge: apathy, worry, and anxiety as it goes up as skill and challenge increase, flow increases.

Use Csikszentmihalyi's model of flow to outline the theoretical relationship between level of challenge offered by an activity on the one hand and the individual's level of competence on the other. State the emotional consequences of matches and mismatches between activity challenge and personal competence.

Instigation causes a rise in approach tendencies; it is the amount of motivation to do something Inhibition causes a rise in avoidance tendencies; it is the amount of motivation to not do something. Consummation refers to the fact that performing an activity brings about its own cessation. this consummatory force decreases the motivation to continue to engage in an ongoing behavior; it is the motivation to stop and take a rest People who show shorter latency have high instigation and low inhibition, they also have low consummatory forces that allow them to persist on the task. Latency to begin an achievement task depends on motive strength Persistence on an achievement task depends on the motive strength Switching to a nonachievement task (taking a break) occurs with rising consumption.

Use the dynamics-of-action model of achievement motivation to explain why some people show (a) shorter latency and (b) greater persistence than do others. In other words, explain why someone who is studying or practicing gets started and then persists for a long period of time.

with amotivation, the person turns passive, ineffective (overwhelmed), and lacks purpose. amotivation stems from a lack of competence ( a competence deficit), a lack of autonomy (an autonomy deficit), or a lack of relatedness (a relatedness deficit).

What causes amotivation? (3)

Future achievement orientation refers to an individual's psychological distance from a long-term achievement goal (winning the state championship). It is the degree to which an individual anticipates and integrates the future into his or her psychological present. The importance of future achievement orientation is that, other things being equal, any achievement goal perceived far away in time receives less approach-versus-avoidance weight than does a goal in the very near future. That means future goals generate less approach than do immediate goals. Future achievement strivings can add to present-day achievement motivation by adding additional future motivation to present motivation (motivation today + motivation for next week + motivation for next month + motivation for next year + motivation for ones career) Achievement behavior is affected by whether present achievement will lead toward some future achievement.

What does the concept of achievement for the future add to the study of achievement behavior?

vitality is the energy that is available to the self. For instance, "I feel alive and vital", "sometimes I feel so alive that I just want to burst", and "I feel energized" When people have days that allow them to feel autonomous, competent, and interpersonally related, they are significantly more likely to agree with these statements. ^^ Vice versa when psychological needs are frustrated and thwarted Psychological need involvement and satisfaction offer is the psychological nutriments we need to feel vital and well, and the presence of vitality is a rather clear signal that our psychological needs are being met and we are well.

What is vitality? Explain how the experiences of autonomy, competence, and relatedness need satisfaction function as psychological nutriments that allow people to feel vital.

Physiological need

What type of need? A biological condition within the organism that synchronizes brain structures, hormones, and major organs to regulate bodily well-being and to correct bodily imbalances that are potential threats to growth, well-being, and life

standards of excellence offer a double edged sword. A standard of excellence simultaneously arouses in people both the desire to do well and the desire to avoid it and not embarrass oneself. In part, these standards excite us and we react with approach emotions and strong engagement behavior. These same standards of excellence also bring us anxiety, and we reach with avoidance emotions and strand disengagement behavior.

When facing standards of excellence, people's emotional reactions vary. Explain why people so often feel both positive and negative emotions at the same time

Need

Which comes first, drive or need?

negative feedback

While drive activates behavior, ________ __________ stops it.

Need

a condition within a person that is essential and necessary for growth, well-being, and life can be psychological, physiological, or an implicit motive

implicit need

a developmentally acquired (socialized) psychological process to seek out and spend time interacting with those environmental events associated with positive emotion during one's socialization history (i.e. affiliation, achievement, and power).

psychological drive

a psychological term that is the conscious manifestation of an underlying unconscious physiological need

drive

a theoretical term used to depict the psychological discomfort (felt tension and restlessness) stemming from the underlying and persistent biological deficit.

punishment

an environmental stimulus that when presented, decreases the future probability of the desired behavior

negative reinforcement

an environmental stimulus that, when removed, increases the future probability of the desired behavior

psychological need

an inherent (inborn) psychological process that underlies the proactive desire to seek out interactions with the environment that can promote personal growth, social development, and psychological well-being.

Competence is the psychological need to be effective in one's interactions with the environment and it reflects the desire to stretch and extend ones capacities and skills, and, in doing so, to seek out and master optimal challenges and personal growth opportunities the hallmarks of competence are experiences of effectance, mastery, and making progress

define competence as a psychological need

autonomy supported environments cause intrinsic motivation autonomy neglected environments (controlling) support extrinsic motivation Intrinsic is how one thinks of themselves and how they make their own decisions. Extrinsic is how one interacts with others.

discuss how autonomy relates to intrinsic and extrinsic motivation

men and women are hypothesized to have evolved distinct psychological mechanisms that underlie their sexual motivations and mating strategies. Men want young, attractive mates; women want powerful, high status mates. People have multiple mating strategies. They consider first the "necessities" and then the "luxuries". Men's necessities include physical attractiveness and youth. Women's necessities include status and resources. Both sexes rate intelligence and kindness as necessities. If the mate passes the necessities test, then men and women start to consider the "luxuries" such as sense of humor, creativity, and an exciting personality.

discuss the evolutionary basis of human sexual motivation and mating strategies

no scientific evidence supports this advice food intake provides 20 percent of total water intake while beverages of all kinds provide more than enough to make up for the rest. Almost everyone drinks eight glasses of water a day whether they intend to or not.

discuss the scientific validity of the cultural prescription to "drink 8 glasses of water a day"

drive

energizes and directs behavior

Eating The need for food develops when blood glucose drops below a certain threshold, disrupting homeostasis. This causes a drive to eat food (hunger)

example of how homeostasis produces motivation

Unbeknown to the dieters, their ghrelin levels continued to rise. Even three months after the diet, many dieters still felt "hungry all the time". Explained in three ways: (1) Ghrelin rises and falls throughout the normal day-peaking around the times that people normally eat. (2) eating food causes a rapid fall in ghrelin. Hence, after we eat breakfast, etc, ghrelin falls quickly and rather dramatically. (3) ghrelin is always chronically higher when people are on a diet than when they are not on a diet. Diet-induced food deprivation leads the body to generate a potent counterforce against further dieting and food deprivation (the spike in ghrelin) "when i look at a frosted butter cookie, the bells in my head that go off are like standing on top of the cathedral" from a motivational point of view, the role of ghrelin is to stimulate the brain: eat, eat, eat.

explain how dieting can be detrimental to the long-term regulation of eating behavior

Consequences are like the big raises (rewards) and pink slips (punishers) offered by the CEO. Consequences occur after the behavior and increase/decrease the persistence of the behavior. Consequences can be positive reinforcers, negative reinforcers, or punishers. Positive reinforcers- an environmental stimulus that increases the further possibility of the desired behavior. Paychecks & trophies are positive reinforcers because they increase the probability that the behaviors of working hard/practicing for hours will recur in the future. a negative reinforcer is an environmental stimulus that when removed, increases the future probability of the desired behavior. Negative reinforcers are aversive, irritating stimuli such as an alarm clock. Stopping the ringing of is negatively reinforcing when it increases the probability that the would-be sleeper gets out of bed. Taking the trash out so that your roommate will stop nagging. punishers- any environmental stimulus that when presented, decreases the future probability of the undesired behavior. The person who receives the punishment is less likely to repeat the behavior. Punishers decrease undesirable behaviors, negative reinforcers increase (escape and avoidance) behaviors.

explain the role that consequences play in the initiation and regulation of extrinsic motivation distinguish between the three kinds of consequences

Incentives are like the "ding, ding, ding" noise in the car trying to get you to buckle up your seatbelt. Incentives solicit, draw out, and even bribe behavior out of people that they would not freely wish to do-like bucking up a seatbelt. An incentive is an environmental event that attracts or repels a person toward or away from INITIATING particular course of action. Incentives always precede behavior, and they create in the person an expectation that attractive or unattractive consequences are forthcoming. The incentive value of an environmental event is learned through experience, such as the seatbelt ding. Positive incentives cue approach behavior while negative incentives cue avoidance behavior. Incentives differ from consequences on the basis of 1) when each occurs and 20 how it motivates behavior. incentives always precede behavior and attract or repel the initiation of behavior. Consequences always follow behavior and increase or decrease the persistence of the behavior.

explain the role that environmental incentives play in the initiation and regulation of extrinsic motivation How do incentives/consequences differ?

An extrinsic reward is any offering from one person given to another person in exchange for his or her service or achievement. All positive reinforcers are rewards, while only some rewards are positive reinforcers (because not all rewards increase behavior) -- sometimes a reward works, but other times they do not. -- getting a sticker for a 100 on an assignment can increase the likelihood of the behavior but may not work that way.

explain the role that rewards play in the initiation and regulation of extrinsic motivation

1-Takes only the teachers perspective 2-Introduces extrinsic motivation 3-Neglects to provide explanatory rationales 4-Uses controlling, pressuring language 5-Counters and tries to change negative affect 6-Displays impatience

explain why students are more likely to drop out of school when their educational lives reflect controlling, rather than autonomy-supportive relationships (6)

glucostatic hypothesis of the rise and fall of hunger

homeostatic-based model of short-term appetite.

lipostatic hypothesis

hypothesis for long-term energy balance

glucostatis hypothesis

hypothesis that argues that blood sugar levels are critical to hunger- when blood glucose drops, people feel hungry and want to eat.

lipostatic hypothesis

hypothesis that argues when the mass of fat stored drops below its homeostatic balance, adipose tissue secrets ghrelin into the bloodstream to promote hunger alternatively, when the mass of fat stored increases above its homeostatic balance, adipose tissue secretes leptin into the bloodstream to promote satiety.

double depletion model of thirst activation

model that claims that thirst arises from both intracellular and extracellular deficits.

eating is a social occasion, people eat more where they are in the presence of others who are also eating than when they are alone- often 50 percent more. College participants in ice cream experiment- the ones in the triplet group ate more than the ones who were alone. Whether our friends are obese. A person's chance of becoming obese increases by over 50% if he or she has a friend who recently became obese, and this is especially true with siblings and same sex friends. other influences include time of day, stress, sight, smell, appearance, and taste of food. also, number of flavors, food availability, and situational pressure to eat or diet.

name and discuss the importance of any two extraorganismic processes that regulate eating behavior

1. takes the others perspective 2. displays patience 3. provides explanatory rationale 2. displays patience: Giving the person time and space they need to overcome the inertia of inactivity and then explore better ways of behaving, to plan, and to alter personal goals and problem-solving strategies. autonomy-supporting patience is a lot of listening and postponing advice until one first) deeply understands why the person is acting in an ineffective, indolent, or irresponsible way and second) senses that the other is open and ready to hear one's suggestions. once understood, appropriate and constructive support becomes possible, especially when the other person seems stuck on a problem. This support often involves offering words of encouragement and hints toward progress. In contrast, people who adopt a controlling style impatiently rush in, take over, and show and tell the other person what to do and how to solve the problem.

state any three positive/learning developmental benefits that research shows to be associated more with autonomy-supportive than with a controlling environment. Pick any one of these three and explain why autonomy support promotes it.

Extrinsic motivators can trump intrinsic motivation, eventually leading to burnout . The imposition of an extrinsic reward to engage in an intrinsically interesting activity typically undermines (has a negative effect on) future intrinsic motivation. They can interfere with the process and quality of learning and the person's autonomous self-regulation "hidden cost of reward"

state the argument against the statement: extrinsic motivators are positive contributors to motivation

Extrinsic motivators can positively contribute to motivation IF the person has no motivation to begin with. Extrinsic motivators promote complicance. rewards can make an uninteresting task suddenly seem worth pursing

state the argument for the statement: extrinsic motivators are positive contributors to motivation

homeostasis

the body's tendency to maintain a stable internal state.

volitional action and wholehearted self endorsement of that action

the hallmarks of autonomy

drive

the intervening variable between states of deprivation (input stimuli) and restorative goal directed actions (output responses).

autonomy as a psychological need

the psychological need to experience self-direction and personal endorsement (approval) in the initiation and regulation of one's behavior

set point theory

theory that argues that each individual has a biologically determined weight or "fat thermostat" that is set by genetics either at birth or shortly thereafter.

set point theory

theory that argues that hunger activation and satiety depend on the size (not the number) of one's fat cells, which vary over time.

autonomy relatedness competence

three types of psychological needs

praise and competition

two examples of controlling/informational events

According to the glucostatic hypothesis, hunger occurs because blood-sugar levels drop. Cells require glucose for energy, so when it drops below the homeostatic limit, a physiological need for glucose arises. The liver monitors the level of blood glucose, and when it becomes low, it sends an excitatory signal to the lateral hypothalamus. The lateral hypothalamus generates the psychological experience of hunger. Insulin increases cell membrane permeability so that glucose can flow freely from the bloodstream into the cells. In the presence of insulin, blood glucose can then become cellular glucose. When you are satiated after eating due to the livers detection of high blood glucose, the brain's satiety center called the ventromedial hypothalamus is activated and prevents the person from overeating.

use the following six terms to discuss short-term hunger regulation: glucose, insulin, liver, glucostatic hypothesis, lateral hypothalamus, and ventromedial hypothalamus

the controlling aspect of an external event affects the persons need for autonomy controlling events undermine intrinsic motivation and promote extrinsic motivation

what does it mean to say that an external environmental event is controlling?

the informational aspect affects the person's need for competence. informational events increase intrinsic motivation via their beneficial effect on competence.

what does it mean to say that an external environmental event is informational?

The underlying motivational cause of engaging our environment is to involve and satisfy our psychological needs playing games, solving mysteries, and undertaking challenges are interesting and enjoyable things to do precisely because they are opportunities to involve and satisfy our psychological needs Other needs are biological and indicate a physiological deficit.

what is a psychological need and how is a psychological need different from other needs?

osmometric thirst volumetric thirst

when intracellular fluid needs replenishment, this type of thirst arises. When extracellular fluids need replenishment due to things like --> (sweating, bleeding, vomiting) this type of thirst arises.