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Motivation, Emotion, and Stress

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Motivation, Emotion, and Stress Unit VIII Motivation, Emotion, and Stress PD Unit Overview Behavior occurs every day, and motivations and emotions underlie each • Analyze our need to belong. one. But what is motivation? And what are emotions? Though psycholo- • Describe how social networking infl uences people. gists have developed theories, there is no real consensus on how motiva- • Describe how arousal and expressive behaviors interact with tion and emotions work. Motivations and emotions are complex, each in- emotions. volving an interplay of the psychological, physiological, and cognitive parts • Evaluate whether we can experience emotion without consciously of ourselves. Consider any given behavior—going to school, falling in love, acknowledging it. even waking up in the morning. What moves us to go to school, say yes to that first date, or drag ourselves out of bed in the morning? How do we • Relate the functions of the autonomic nervous system to feel about our classes, the date we had, or the promise of a new day? The emotional experiences and performance. answers are astoundingly complicated. Each person has his or her own rea- • Evaluate whether diff erent emotions activate diff erent sons for and responses to their daily choices. This unit helps us understand physiological and brain-patter responses. how people arrive at the choices they make, and perhaps how to make • Analyze whether polygraphs detect deception. even better choices in the future. After reading this unit, students will • Describe how nonverbal behavior works. be able to: • Discuss gender diff erences in nonverbal communication. • Understand how psychologists defi ne motivation. • Analyze how culture aff ects nonverbal communication. • Identify diff erent perspectives on studying motivation. • Analyze how facial expressions infl uence feelings. • Describe the physiological factors that produce hunger. • Identify events that provoke a stress response. • Analyze cultural and situational factors that infl uence hunger. • Describe how we respond and adapt to stress. • Evaluate why some people become and remain obese. • Analyze how stress makes us vulnerable to disease. • Describe the human sexual response cycle. • Explain why some people are more susceptible to coronary artery • Identify disruptions to the human sexual response cycle. disease. • Analyze how hormones and external and internal stimuli infl uence human sexual motivation. Alignment to AP® Course Description Topic 8: Motivation, Emotion, and Stress (6–8% of AP® Examination) Module Topic Essential Questions Module 37 Instincts and Evolutionary • Do humans have instincts? Why or why not? Psychology Drives and Incentives • How do drives and incentives motivate behavior? Optimum Arousal • What factors contribute to optimum arousal? A Hierarchy of Motives • Are some needs and drives more basic than others? Module 38 The Physiology of Hunger • How does our body communicate and cope with hunger? The Psychology of Hunger • How does hunger affect our behavior? Obesity and Weight Control • How do differences in weight affect behavior and our interactions with others? Motivation, Emotion, and Stress Unit VIII 389a MyersPsyAP_TE_2e_U08.indd 387 2/25/14 9:02 AM Module Topic Essential Questions Module 39 The Physiology of Sex • How does our body respond to sex? The Psychology of Sex • How does sex affect behavior? Module 40 The Benefi ts of Belonging • What are the benefits of belonging? The Pain of Being Shut Out • What are the effects of being left out? Connecting and Social Networking • How does social connection and networking affect behavior? Module 41 Cognition and Emotion • How are thinking and emotions related? Embodied Emotion • How does the body create and respond to emotions? Module 42 Detecting Emotion in Others • What cues are important to detecting emotions in others? Gender, Emotion, and Nonverbal • How does gender result in different emotional experiences? Behavior Culture and Emotional Expression • How does culture result in different emotional experiences? The Eff ects of Facial Expressions • How do facial expressions influence emotional experiences? Module 43 Stress: Some Basic Concepts • What is stress? Module 44 Stress and Susceptibility to Disease • How does stress affect our ability to fight disease? Unit Resources Module 37 FLIP IT VIDEO • Theories of Emotion STUDENT ACTIVITIES • Fact or Falsehood? Module 42 • Purpose-in-Life Test STUDENT ACTIVITIES • Intrinsic Motivation and Achievement • Fact or Falsehood? • Sensation-Seeking Scale • Emotional Expressivity Scale • An Assessment of Your Present Needs • The Aff ect Intensity Measure • A Short Measure of Self-Actualization • Nonverbal Communication FLIP IT VIDEO • The Aff ective Communication Test • Theories of Motivation • The Aff ect Grid • Module 38 Facial Feedback and the James–Lange Theory of Emotion STUDENT ACTIVITIES Module 43 • Fact or Falsehood? STUDENT ACTIVITIES • A Survey of Eating Habits • Fact or Falsehood? • A Week of Food • Hassles and Uplifts Scale FLIP IT VIDEO • Stress Symptoms • The Hormones of Hunger FLIP IT VIDEO MyersAP_SE_2e_Mod37_B.indd 389 1/20/14 11:24 AM • Module 39 General Adaptation Syndrome STUDENT ACTIVITY Module 44 • Fact or Falsehood? STUDENT ACTIVITIES • Module 40 Fact or Falsehood? • Type A and Type B Personalities STUDENT ACTIVITY • Hostility and Its Alleviation • Fact or Falsehood? FLIP IT VIDEO Module 41 • Type A and Type B STUDENT ACTIVITIES • Fact or Falsehood? • Brief Measures of Positive and Negative Aff ect: The PANAS Scales • Using the GSR to Detect Deception 389b Unit VIII Motivation, Emotion, and Stress MyersPsyAP_TE_2e_U08.indd 388 2/25/14 9:02 AM Unit VIII Motivation, Emotion, and Stress Modules 37 Motivational Concepts 38 Hunger Motivation 39 Sexual Motivation 40 Social Motivation: Affi liation Needs 41 Theories and Physiology of Emotion 42 Expressed Emotion 43 Stress and Health 44 Stress and Illness fter an ill-fated Saturday morning in the spring of 2003, experienced moun- A taineer Aron Ralston understood how motivation can energize and direct be- havior. Having bagged nearly all of Colorado’s tallest peaks, Ralston ventured some solo canyon hiking that seemed so risk - free he didn’t bother to tell anyone where he was going. In Utah’s narrow Bluejohn Canyon, just 150 yards above his fi - nal rappel, he was climbing over an 800-pound rock when disaster struck: It shifted and pinned his right wrist and arm. He was, as the title of his book says, caught Between a Rock and a Hard Place. Realizing no one would be rescuing him, Ralston tried with all his might to dislodge the rock. Then, with a dull pocketknife, he tried chipping away at it. When that, too, failed, he rigged up ropes to lift the rock. Alas, nothing worked. Hour after hour, then cold night after cold night, he was stuck. By Tuesday, he had run out of food and water. On Wednesday, as thirst and hun- ger gnawed, he began saving and sipping his own urine. Using his video recorder, he said good -bye to family and friends, for whom he now felt intense love: “So Lucas Oleniuk/Toronto Star via Getty Images Getty via Star Oleniuk/Toronto Lucas 389 MyersAP_SE_2e_Mod37_B.indd Pacing 389 Guide 1/20/14 11:24 AM Module Topic Standard Schedule Days Block Schedule Days Module 37 Instincts and Evolutionary Psychology Drives and Incentives Optimum Arousal A Hierarchy of Motives 1 Module 38 The Physiology of Hunger The Psychology of Hunger Obesity and Weight Control 1 Module 39 The Physiology of Sex The Psychology of Sex Module 40 The Benefi ts of Belonging 3/4 day The Pain of Being Shut Out Connecting and Social Networking (Pacing Guide continued on page 390) Motivation, Emotion, and Sress Unit VIII 389 MyersPsyAP_TE_2e_U08.indd 389 2/25/14 12:00 PM 390 Unit VIII Motivation, Emotion, and Stress TEACH again love to everyone. Bring love and peace and happiness and beautiful lives into the world in my honor. Thank you. Love you.” TRMTRM Discussion Starter On Thursday, surprised to fi nd himself still alive, Ralston had a seemingly divine Use the Module 37 Fact or Falsehood? insight into his reproductive future, a vision of a preschool boy being scooped up activity from the TRM to introduce this by a one - armed man. With this inspiration, he summoned his remaining strength module’s concepts. and his enormous will to live and, over the next hour, willfully broke his arm bones and then proceeded to use that dull knife to cut off his arm. He put on a tourniquet, TEACH chopped the last piece of skin, and, after 127 hours, broke free. He then rappelled with his bleeding half - arm down a 65-foot cliff and hiked 5 miles before fi nding Common Pitfalls someone. He was, in his own words, “just reeling with this euphoria . having been This unit covers content that may be dead and standing in my grave, leaving my last will and testament, etching ‘Rest in controversial in some communities, so peace’ on the wall, all of that, gone and then replaced with having my life again. It was undoubtedly the sweetest moment that I will ever experience” (Ralston, 2004). it’s important for you to help your stu- Ralston’s thirst and hunger, his sense of belonging to others, and his brute will to dents understand the science behind AP® Exam Tip live and become a father highlight motivation’s energizing and directing power. The introduction to Module 37 these topics. Guide students to use is important, because it informs His intense emotional experiences of love and joy demonstrate the close ties this information to make informed you how the whole module is emotions, organized. Read it carefully now between our feelings, or and our motivated behaviors. In this unit, we ex- choices about their own behaviors. and perhaps return to it as a plore our motivations and emotions, and the health effects of intense or prolonged review when you are through with the module. emotions such as anger and stress. TEACH Concept Connections Motivation is closely tied to both neu- roscience and cognition, studied in Module 37 Units III and VII.
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