MOTIVATION ANE~ EMOTION Motivation

Total Page:16

File Type:pdf, Size:1020Kb

MOTIVATION ANE~ EMOTION Motivation DEMIDEC~ AP Psychology Cram Kit I 44 MOTIVATION ANE~ EMOTION Motivation THEORIES OF MOTIVATION HIERARCHY OF NEEDS WHAT YOU WANT AND WHAT YOU NEED CLIMBING THE PYRAMID Motivations are the needs and desires that cause Abraham Maslow created a hierarchy of needs, behaviors—the reasons people do the things they do. predicting the order in which needs must be satisfied. Intrinsic motivation comes from within oneself, while extrinsic motivation is drawn from the outside world. Self-actualization > DRIVE REDUCTION THEORY People are motivated by biological needs • Drives are impulses to meet those needs in order to achieve homeostasis, a state of internal balance Safety and securit • Primary drives are biological needs (food, shelter) Survival and physiological needs • Secondary drives are used to meet primary drives (money, acceptance) INSTINCT THEORY HUNGER AND EATING DISORDERS • People perform species-specific behaviors THROUGH THICK AND THIN • Instincts are inborn behaviors necessary for survival Hunger is determined by an empty stomach and body INCENTIVE THEORY chemistry (glucose and insulin). The hypothalamus • People perform some behaviors based on desire, helps stimulate and satiate hunger. Set-point theory rather than need states that the hypothalamus maintains the body’s optimum body weight by determining the metabolic • Incentives are stimuli associated with rewards rate. Eating disorders are psychological problems OPPONENT PROCESS THEORY related to weight, body image, and eating habits. • People begin at a baseline level of motivation SEX • Performing pleasurable behaviors moves people away from the baseline, but an opponent process THE BIRDS AND THE BEES motivates them to return to the neutral state Humans are driven to procreate in order to pass on • This theory is often used to explain addiction: their genes. The hypothalamus stimulates the pituitary people use substances for pleasure but are then gland to produce sexual hormones (androgens and motivated to return to baseline; when they estrogens). Researchers of human sexuality include experience withdrawal, however, they often use the Alfred Kinsey, William Masters, and Virginia Johnson. substance again to return to a neutral state SEXUAL RESPONSE CYCLE AROUSAL THEORY • People try to achieve a balanced level of excitement Excitement • The Yerkes-Dodson law states that people perform Heart and respiration rates increase; penis and clitoris-swell best at tasks that elicit medium levels of arousal Plateau SOCIAL THEORY Heart and respiration rates remain elevated; muscle tension • People respond to pressures from society increases; genitals secrete fluids • Henry Murray classified 20 types of needs, such as needs for affiliation and for cognitive dissonance Orgasm • Kurt Lewin named 4 types of motivational conflict: Heart and respiration~ rates increase further; genitals approach-approach (two pleasant choices), contract; males ejaculate avoidance-avoidance (two unpleasant choices), approach-avoidance (one choice with pros and Reso ution cons), and multiple approach-avoidance (many Heart and respiration rates decrease; muscles relax; men have a choices with pros and cons) refractory period in which they cannot have another orgasm AP Psychology Cram Kit I 45 DEMIDEC~ CRAM QUIZ Motivation QUESTION 1 QUESTION 5 Which of the following is an example of a secondary According to the lipostatic hypothesis, what substance drive? is used to monitor the amount of fat in the body? (A) food (A) glucose (B) thirst (B) leptin (C) shelter CC) insulin CD) acceptance (D) androgens (E) sex CE) cortisol QUESTION 2 QUESTION 6 Jackson drank a few beers in order to loosen up at a Lesions in the lateral hypothalamus are most likely to party but wants to return to his normal state later in the result in evening. He feels hungover, however, and decides to (A) excessive eating drink more beer in attempt to feel better. What theory of (B) decreased drinking motivation does this behavior exemplify? (C) excessive sexual desire (A) drive reduction theory CD) increased exercise (B) instinct theory (E) decreased sleep (C) opponent process theory (D) arousal theory (E) incentive theory QUESTION 3 QUESTION 7 Which of the following is NOT one of Lewin’s categories During which phase of the sexual response cycle does of motivational conflict? the penis become erect? (A) approach-approach (A) initial excitement (B) avoidance-avoidance (B) plateau (C) approach-avoidance CC) orgasm CD) multiple approach-avoidance (D) resolution CE) binding approach-avoidance (E) refractory period QUESTION 4 QUESTION 8 What need is at the top of Maslow’s hierarchy? During which phase of the sexual response cycle do (A) self-actualization genital contractions occur? (B) belongingness CA) initial excitement (C) self-esteem (B) plateau (D) survival CC) orgasm (E) safety CD) resolution (E) refractory period ANSWERS ~Uw<cocO<U DEMIDEC~ AP Psychology Cram Kit I 46 MOTIVATION AND EMOTION Emotion THEORIES OF EMOTION STRESS THE CHICKEN OR THE EGG? STRESS CAUSES GAS Emotions are thoughts and feelings that occur in Life is full of stressors that make people feel challenged response to external stimuli. These are accompanied and threatened. Some stressors are transient, while by physiological arousal, but psychologists debate others are chronic. Hans Selye developed the concept whether the physiological change occurs before or of the general adaptation syndrome (GAS) to describe after the emotional response. responses to stressors. — Resistance — Exhaustion Influences on Emotion Sympathetic • Paras~Vn~a -r aia~yrrrpa nervous thetic nervous thetic nervous system is system begins system returns aroused to reduce to normal Two-Factor James-Lange Cannon-Bard •The body arousal Resources are Theory Theory (Schacter prepares •The body depleted inger) Theory itself to meet releases •The immune challenge hormones to system is maintain its compromised ability to deal Physiological Physiological changes occur, with stressor, Emotion is changes and followed by but resources caused by emotional cognitive will be used up if stressor physiological experiences labeling of the persists change occur at the emotional same time state According to Richard Lazarus, people cognitively evaluate stressors. The primary appraisal involves determining whether an occurrence is stressful. The Frightening secondary appraisal involves determining one’s ability to stimulus handle the occurrence if it is stressful. The stress Frightening Frightening appears worsens if the individual is incapable of handling the stimulus stimulus Heart races stressor and decreases if the individual is able to handle appears appears 4, the stressor. 1’ Recognize TYPE A AND TYPE B PERSONALITIES Heart races Heart races that r.1’ and feel something THE ABC’S OF STRESS RESPONSE Feel afraid afraid happenedscary ~1- Individuals respond to stress in different ways, but the Feel afraid main response patterns have been split into two categories: Type-A and Type-B. TYPE-A PERSONALITY Theory is problematic People in an • Aggressive and urgent response to stressors because aroused • Competitive certain Theory physiological • Seeks out demanding activities physiological involves state states are biology and experience • May be more susceptible to stress-induced illness common to cognition more intense several emotional TYPE-B PERSONALITY emotional states • Requires more to get stressed states • When stressed, usually not to the same extent as Type-A personalities • Easy-going AP Psychology Cram Kit I 47 DEMIDEC~ CRAM QUIZ Emotion QUESTION 1 QUESTION 5 Maya feels her heart race and her palms sweat as she Why does stress impair the immune system? simultaneously recognizes that she is nervous. What (A) The body becomes overwhelmed with excess theory of emotion does this exemplify? hormones released in response to the stress. (A) James-Lange theory (B) The body forces itself to rest in order to recover (B) Cannon-Bard theory from persistent arousal. (C) two-factor theory (C) The body’s resources are depleted by arousal. (D) Schacter-Singer theory (D)The body cannot return its heart and respiration (E) general adaptation theory rates to normal after extended arousal. (E) The body experiences a state of shock after dealing with the stressor. QUESTION 2 QUESTION 6 According to the two-factor theory, which of the Who divided the stress response into primary and following people would likely experience the most secondary appraisals? intense emotions? (A) Lazarus (A) a sprinter (B) Lange (B) a television watcher (C) Bard (C) a writer (D) Singer (D) an artist (E) Selye (E) a walker QUESTION 3 QUESTION 7 Who developed the concept of the general adaptation According to the Cannon-Bard theory, which part of the syndrome? brain sends information to the autonomic nervous system? (A) Lazarus (B) Lange (A) amygdala (C) Bard (B) temporal lobe (D)Singer (C) pons (E) Selye (D) cerebellum (E) thalamus QUESTION 4 QUESTION 8 People with Type-B personalities can best be described Holmes and Rahe’s social readjustment rating scale as measures stress according to (A) competitive (A) cortisol secretion levels (B) rushed (B) heart rates (C) aggressive (C) life change units (D) easy-going (D) emotional reaction appraisals (E) reactive (E) physiological arousal increments ANSWERS c~<ujDU<wU Lr\~rc.
Recommended publications
  • The Relationship of PSAT/NMSQT Scores and AP Examination Grades
    Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered.
    [Show full text]
  • Lust and Unlust
    Richard B. Wells ©2006 Chapter 15 Third Epilegomenon: Lust and Unlust Whatever passion masters you, it burns you with a flame for which you need not blush, and free-born always is the object of your weakness. Horace § 1. The Noumenal Character of Lust and Unlust The feeling of Lust and Unlust occupies a prominent position in both Critique of Practical Reason and Critique of Judgment as well as in Kant’s lectures and writings on metaphysics and anthropology. But what is it that stands as Object of this idea? The idea of Lust und Unlust is central to both the practical and judicial Standpoints. But it is also one of the least well explained ideas in Kant’s writings. This is not only because Lust and Unlust taken together as disjunction in a single Object (Lust per se) is a noumenon but also because it belongs to the metaphysics of Kantian anthropology, which Kant left as a task for future generations to work out. We have described Lust as “a kind of motivated wanting.” Clearly this is not sufficient. The exposition of Lust and Unlust requires more detail than this, and this detail we must uncover carefully bit by bit. We must begin by clearly understanding the implications of dealing with an Object that is a pure noumenon. Kant remarks: Now one calls the capability to have Lust or Unlust during a representation feeling for this reason: because both contain the merely subjective in the relationship of our representation and contain absolutely no reference to an Object for the possible cognition of the same (not even the cognition of our state) .
    [Show full text]
  • Understanding Generalized Anxiety Disorder: Effective Case Conceptualization Using the Temporal/Contextual Model
    Article 2 Understanding Generalized Anxiety Disorder: Effective Case Conceptualization Using the Temporal/Contextual Model Matthew Snyder and Lynn Zubernis Snyder, Matthew, is an associate professor and Chair of the Department of Counselor Education at West Chester University of Pennsylvania and a licensed professional counselor. He teaches courses in Student Affairs, Helping Relationship, Group Counseling, and Theories and Techniques of Counseling. His research interests include the case conceptualization process, the pedagogy of counseling practice, working with resistant clients, and counseling issues in higher education and college retention. Zubernis, Lynn, is an associate professor and Program Chair of the Clinical Mental Health Counseling Program at West Chester University and a licensed clinical psychologist. She teaches courses in Counseling Fundamentals, Group Dynamics, Human Development, and Theories of Counseling, and supervises practicum and internship students. Her research interests include case conceptualization, working with diverse populations, counseling issues in college transfer students, and the psychology of being a fan. Abstract This article examines generalized anxiety disorder (GAD) using a new holistic case conceptualization model, the Temporal/Contextual Model, which was first presented in the authors’ book, Case Conceptualization and Effective Interventions for Counselors. Clients with GAD can present a challenge for counselors because of their deeply ingrained belief systems, the pervasiveness of the anxiety symptoms, and problems with emotional regulation, which may be long-standing. Having a thorough understanding of both the symptoms of the disorder and the environmental factors contributing to the development and maintenance of the disorder are critical for gaining an understanding of the client’s problems, establishing a strong therapeutic alliance, and helping the client confront and begin to recover from a disorder that impacts many aspects of the client’s life.
    [Show full text]
  • Motivation and Emotion 4
    Motivation and Emotion 4 KEY TERMS Motivations Maslow's hierarchy of Management theory Instincts needs Approach-approach Drive reduction theory Self-actualization conflict Need Lateral hypothalamus Avoidance-avoidance Drive Ventromedial conflict Primary drives hypothalamus Approach-avoidance Secondary drives Set-point theory conflict Homeost'asis Bulimia James-Lange theory of Arousal theory Anorexia emotion Yerkes-Dodson law Obesity Cannon-Bard theory of Opponent-process theory Achievement motivation emotion of motivation Extrinsic motivators Two-factor theory Incentives Intrinsic motivators General adaptation syndrome (GAS) KEY PEOPLE Charles Darwin William James Thomas Holmes Abraham Maslow Carl Lange Richard Rahe William Masters Walter Cannon Hans Seyle Virginia Johnson Philip Bard Alfred Kinsey Stanley Schachter OVERVIEW In my psychology class, I often ask students at the beginning of the course why they wanted to take psychology. One of the most common replies is "Because I wanted to figureout why people do what they do:' Motivation theories address this question directly. Motivations are feelings or ideas that cause us to act toward a goal. Some motivations are obvious and conscious, but some are more subtle. In this chapter, we will review the connections between physiology and motivation, general motivation theories, and specific examples of motivation in hunger and sex. Finally, we will review the psychological research and theories about emotion and stress that are closely related to motivation theory. THEORIES OF MOTIVATION If you have pets, you know that differentanimals are born with 'instincts, which are automatic behaviors performed in response to specific stimuli. Your cat did not have to learn how to clean MOTIVATION AND EMOTION 153 itself, it was born with this instinct.
    [Show full text]
  • High Blood Pressure and Interpersonal "Disengagement": a Study of Maladaptive Coping Styles and Ameliorative Treatments
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1978 High Blood Pressure and Interpersonal "Disengagement": A Study of Maladaptive Coping Styles and Ameliorative Treatments Paul J. Minsky Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Psychology Commons Recommended Citation Minsky, Paul J., "High Blood Pressure and Interpersonal "Disengagement": A Study of Maladaptive Coping Styles and Ameliorative Treatments" (1978). Dissertations. 1753. https://ecommons.luc.edu/luc_diss/1753 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1978 Paul J. Minsky HIGH BLOOD PRESSURE AND INTERPERSONAL "DISENGAGEMENT": A STUDY OF MALADAPTIVE COPING STYLES AND AMELIORATIVE TREATMENTS by Paul J. Minsky A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy February 1978 ACKNOWLEDGMENTS Grateful appreciation is extended to all who have assisted me. My committee members, Drs. Alan De Wolfe, James Johnson, and Director Roderick Pugh, each provided valuable consultation and meaningful in­ put. Dr. Albert Kostlan, Chief, Psychology Service, Martinez VA Hos­ pital, very generously contributed of his wisdom, energy and support. Many thanks also are conveyed to the numerous cooperating patients and personnel of the Martinez YAH, including Dr. Alan Boysen, Dr.
    [Show full text]
  • University of Copenhagen
    Stress, nature & therapy Corazon, Sus Sola Publication date: 2012 Document version Publisher's PDF, also known as Version of record Citation for published version (APA): Corazon, S. S. (2012). Stress, nature & therapy. Forest & Landscape, University of Copenhagen. Forest & Landscape Research / Forest & Landscape No. 49/2012 Download date: 28. sep.. 2021 Stress, Nature & Therapy FOREST & LANDSCAPE RESEARCH 49 / 2012 Sus Sola Corazon 1 Stress, Nature & Therapy Sus Sola Corazon 2 Forest & Landscape Research is issued by Forest & Landscape Denmark which is a national centre for research, education and advisory services within the fields of forest and forest products, landscape architecture and landscape management, urban planning and urban design. The journal accepts Ph.D. theses, D.Sc. theses, and other major research reports of scientific standard concerning forest, park, landscape, and planning research written in Danish or English. The content of the journal undergoes a scientific peer-review process. Forest & Landscape Research is to be considered the continuation of Forskningsserien - The Research Series (ISSN: 1398-3423). Editorial board: Niels Elers Koch (editor-in-chief), director, professor, Forest & Landscape Denmark Frank Søndergaard Jensen (associate editor), senior researcher, Forest & Landscape Denmark Tilde Tvedt (associate editor), senior consultant, Forest & Landscape Denmark J. Bo Larsen, professor, Forest & Landscape Denmark Jørgen Primdahl, professor, Forest & Landscape Denmark Erik Dahl Kjær, professor, Forest & Landscape Denmark Title: Stress, Nature & Therapy Series-title, no.: Forest & Landscape Research, No. 49-2012 Author: Sus Sola Corazon Citation: Corazon, S.S. (2012): Stress, Nature & Therapy. Forest & Landscape Research No. 49-2012. Forest & Landscape Denmark, Frederiksberg. 131 pp. ISBN: 978-87-7903-577-5 (paper) 978-87-7903-578-2 (internet) ISSN: 1601-6734 Printed by: Prinfo Aalborg, DK Number printed: 30 Order: Single issues are available from Forest & Landscape Denmark - see last page.
    [Show full text]
  • AP Psychology Essential Information
    AP Psychology Essential Information Introduction to Psychology 1. What is the definition of psychology? a. The study of behavior and mental processes 2. How did psychology as a study of behavior and mental processes develop? a. The roots of psychology can be traced back to the philosophy of Empiricism: emphasizing the role of experience and evidence, especially sensory perception, in the formation of ideas, while discounting the notion of innate ideas.- Greeks like Socrates, Plato and Aristotle. Later studied by Francis Bacon, Rene Decartes and John Locke. 3. What is the historical development of psychology? a. The evolution of psychology includes structuralism, functionalism, psychoanalysis, behaviorism and Gestalt psychology b. Wilhelm Wundt: set up the first psychological laboratory. i. trained subjects in introspection: examine your own cognitive processing- known as structuralism ii. study the role of consciousness; changes from philosophy to a science ii. Also used by Edward Titchener c. William James: published first psychology textbook; examined how the structures identified by Wundt function in our lives- functionalism i. Based off of Darwin’s theory of evolution 4. What are the different approaches to studying behavior and mental processes? a. biological, evolutionary, psychoanalysis (Freud), behavioral (Watson, Ivan Pavlov, B.F. Skinner), cognitive, humanistic (Abraham Maslow, Carl Rogers), social (Bandura) and Gestalt 5. Who are the individuals associated with different approaches to psychology? a. Darwin, Freud, Watson, Skinner and Maslow 6. What are each of the subfields within psychology? a. cognitive, biological, personality, developmental, quantitative, clinical, counseling, psychiatry, community, educational, school, social, industrial Methods and Testing 1. What are the two main forms of research? a.
    [Show full text]
  • STEM Approved Course List SCIENCE TECHNOLOGY
    STEM Approved Course List SCIENCE TECHNOLOGY STEM Physical Science HN STEM Computer Programming 1 HN STEM Biology 1 HN STEM Computer Programming 2 HN* STEM Chemistry HN Computer Coding 1 HN Physics 1 HN Computer Coding 2 HN Chemistry 2 HN Cyber Security HN Anatomy & Physiology HN AP Computer Science AP Biology MATH AP Chemistry Pre-Calculus HN AP Physics STEM Geometry HN Human Body Systems HN STEM Algebra 2 HN Principles of Biomedical Science HN AP Calculus AB Medical Interventions & Research HN* AP Calculus BC Biomedical Innovations & Research HN* STEM AP Statistics Health Science Work Based HN* Algebra 1 HN Sports Medicine 3 HN Additional Courses ENGINEERING English 1 HN Intro to Engineering Design HN STEM English 2 HN Principles of Engineering HN STEM English 3 HN Civil & Architectural Engineering HN STEM AP Human Geography Aerospace Engineering HN AP Psychology Clean Energy Systems HN AP Seminar* AP Research* AP Government AP Macro *Courses that count as research credit Bold Classes count as STEM credit Program Requirements: To qualify for recognition as a STEM Scholar, and receive the program designation for recommendations/applications for colleges and scholarships the STEM student shall: 1. Attain eight STEM credits from the approved courses list below. a. Each year-long Honors/AP/dual credit course from the approved list is a single STEM credit. b. The final grade in the class must be 80 or above to count as a STEM credit. 2. Successfully complete a research course from the approved courses list below. 3. Complete and have approved quality credit documentation each year in the program.
    [Show full text]
  • Drug Addiction As Coping with Social Dislocation
    DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION by Katherine Wilds APPROVED BY SUPERVISORY COMMITTEE: ___________________________________________ Bobby C. Alexander, Chair ___________________________________________ Bruce A. Jacobs ___________________________________________ Richard K. Scotch Copyright 2020 Katherine Wilds All Rights Reserved To Michael and Rob. DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION by KATHERINE WILDS, BA THESIS Presented to the Faculty of The University of Texas at Dallas in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE IN APPLIED SOCIOLOGY THE UNIVERSITY OF TEXAS AT DALLAS May 2020 ACKNOWLEDGMENTS I wish to express my deepest gratitude to my supervisor, Dr. Bobby Alexander, who guided and encouraged me throughout this process. Without his sincere and dedicated support, wealth of knowledge, and extensive experience, the goal of this project would not have been realized. I also wish to thank the faculty that has helped me discover and achieve my goals throughout my academic career -Dr. Richard Scotch, Dr. Bruce Jacobs, Dr. Sheryl Skaggs, Dr. John Malek- Ahmadi, and Dr. Elmer Polk – learning from these esteemed professors has been invaluable. Lastly, I wish to acknowledge the financial and emotional support of my friends and family, my boyfriend, Patrick; and my dad, Tom. They kept me grounded, determined, and this work would not have been possible without them. April 2020 v DRUG ADDICTION AS COPING WITH SOCIAL DISLOCATION Katherine Wilds, MS The University of Texas at Dallas, 2020 ABSTRACT Supervising Professor: Bobby C. Alexander There has been a rising trend of drug addiction in the United States and criminal sanctions and social policies have worked to ameliorate this issue.
    [Show full text]
  • AP Psychology
    AP Psychology Course Description: The curriculum for this course is developed from the College Board AP Psychology Curriculum because it is designed to ​ ​ be the equivalent of a one semester introductory college or university Introduction to Psychology course. This is an elective social studies course. Due to the fact that this course is advanced, it is also weighted at 1.0. Students who take Advanced Placement Psychology can earn up to three college credits by taking the AP Exam. Taking the College Board exam is not a course requirement and students must pay the approximately $95 fee associated with the exam. During this class we will explore the following 9 units: Scientific Foundations of Psychology, Biological Base of Behavior, Sensation and Perception, Learning, Cognitive Psychology, Developmental Psychology, Motivation, Emotion and Personality, Clinical Psychology and Social Psychology. We will study the major core concepts and theories of psychology as well as practice the basic skills of conducting and analyzing psychological research. Students will develop their critical thinking skills through reading, writing and discussion. They will also be required to apply psychological concepts to authentic contexts as well as their own lives. The information in this course overview outlines what students should understand and be able to do by the end of the year. Mastery Standards Skill Category 1: Concept Understanding - Students will be able to define, explain, and apply psychological concepts, behavior, theories and perspectives. ● Define and/or apply concepts (1.A) ● Explain behavior in authentic context (1.B) ● Apply theories and perspectives in authentic contexts (1.C) Skill Category 2: Data Analysis - Students will be able to analyze and interpret quantitative data.
    [Show full text]
  • Psychology 51: an Introduction to Psychology
    Psychology 51: An Introduction to Psychology Monday, Wednesday & Friday 11:00 a.m. Lincoln 1125 Professor Richard Lewis Department of Psychology and Neuroscience Program Office: Lincoln 2100 Voicemail: x72445 Email: [email protected] Office hours: by appointment Mentor: Sarah Lysogorski Email: [email protected] Required Textbooks: Pettijohn, T.F. (2007). Classic Edition Sources: Psychology (4th edition). Dubuque, IA: McGraw Hill (about $40) Marcus, G. (2006). The Norton Psychology Reader. New York: Norton. (about $30) Dewey, R.A. (2007). Psychology: An Introduction. http://www.intropsych.com/index.html Laboratory Experiments http://opl.apa.org Class ID: 3544 Tentative Schedule Wed Sep 2: What is Psychology? Sources 1.1: William James (1890): from “Principles of Psychology” Assignment for Friday: What is the distance of “personal space”? Optional Online Resource Sommer (1959) Fri Sep 4: Psychological Research: Descriptive and Experimental methods The Norton Psychology Reader Stanovich (2004): from “How to Think Straight about Psychology” Online Reading: Anderson et al. (1999): Research in the Psychological Laboratory Optional Resources Research Methods http://faculty.frostburg.edu/mbradley/researchmethods.html Means and standard deviations: http://www.uwsp.edu/psych/stat/5/CT-Var.htm Effect size: http://web.uccs.edu/lbecker/Psy590/es.htm Mon Sep 7: Labor Day--No Class Wed Sep 9: Psychological Research: Correlational Methods The Norton Psychology Reader Huff (1982): from “How to Lie with Statistics” Resources The correlation: http://www.uwsp.edu/psych/stat/7/correlat.htm#I1 Fri Sep 11: Obedience to Authority & Ethical Principles of Conducting Psychological Research. NO CLASS – watch Replication of Milgram’s Obedience Study on etv.
    [Show full text]
  • Motivation and Emotion AP Psychology
    What plays a bigger role in directing our behavior, Psychology or Physiology? Defend your position! 1 On Socrative! Motivation and Emotion AP Psychology 2 Where Do We Begin? • Motivation – a psychological process that directs and maintains your behavior toward a goal. • Motives are the needs, wants, interests, and desires that propel or drive people in certain directions. • Interview 3 Motivational Concepts (Theories) •Instinct •Drive Reduction •Incentive •Hierarchy of needs •Homeostasis (hunger-thirst) 4 Motivation and Instinct . Motivation . Most of the time is learned – we are motivated by different things. Instinct . complex behavior that is rigidly patterned throughout a species and is unlearned 5 Biological and Social Motives • Biological Motives • Social Motives • Hunger • Achievement • Thirst • Order • Sex • Play • Sleep • Autonomy • Excretory • Affiliation 6 Drive Reduction Theory: . Drive-Reduction Theory . When individuals experience a need or drive, they’re motivated to reduce that need or drive. • Drive theories assume that people are always trying to reduce internal tension. • Therefore, drive theories believe that the source of motivation lies within the person (not from the environment) Need Drive-reducing Drive (e.g., for behaviors (hunger, thirst) food, water) (eating, drinking) 7 Carl is stranded on a deserted island. He spends his day looking for fresh water. His desire to find water would be considered a: 1. Drive 2. Need 3. Want 4. Drive reduction trait 5. Both 1 and 2 8 Motivation • A Drive is an internal state of tension that motivates us to engage in activities that reduce this tension. • Our bodies strive to keep somewhat constant. Homeostasis . Sometimes we HAVE to reduce the drive (dying of thirst, hunger, etc.) – we might not have a choice.
    [Show full text]