Module 29: Explaining Motivation
Module 30: Human Needs and
Motivation
Module 31: Understanding Emotional
Experiences
Senior Lecturer Ariel M. Ladum
Spring 2017
 Why
did you come to class today?
 “____________________________________
________________________________ of
humans and other organisms”
Instinct Approaches
Drive-Reduction Approaches
Arousal Approaches
Incentive Approaches
Cognitive Approaches
Maslow’s Hierarchy
 _____________

“Inborn patterns of
behavior that are
biologically
determined rather
than learned”
 Goal

 Critiques:


of behavior:
______________
Behavior
Instinct

A) Number of primary
instincts: ____________
B) Why some patterns
of behavior evolve in a
particular species but
others do not…
C) Better for explaining
_________________
 “Lack
of some basic
biological need
produces a
_________________
_________________
______________”

“Motivational tension,
or arousal, that
energizes behavior to
fulfill a need.”

1)

2)
 Goal

of behavior:
Satisfy _______________
___________________


“body’s tendency to
maintain a steady internal
state”
When internal states
become unbalanced, the
body ____________________
________________________
________________________
_______________________

E.g., sweating, shivering
 Behaviors?
 Why
did you eat
breakfast this morning?
 Critiques:
Does not
explain behaviors
that:
 A)
 Why
did you put on a
coat to come to school?
 Why
did you come to
class?
 B)
 Does
the brain respond
differently to primary and
secondary drives?

Monitored brain activity in 18
participants
Erotic images (primary drive)
 Images of money (secondary
 Orbitofrontal
drive)


Results:
cortex
Back areas (yellow):
(primitive)
 Front areas (blue):
(more recently
developed in man)

“The belief that we
try to maintain
certain levels of
stimulation and
activity.”
 Goal of behavior:


_____________________
____________________

1)

2)

Is there a universal
“optimal “ level of
stimulation?

Behaviors?

“Motivation stems from
the desire to attain
external rewards, known
as _______________”



Example: You are
hungry….which do you choose
to eat? Why?

____________________
The stimuli itself has desirable
characteristics that you want
E.g., grades, food
Stresses
________________
______________
 Goal of behavior:


_______________
 Critique:

______________________________
____________________________
 “Motivation
is the result of people’s
____________, __________, ____________,
and ____________.”
 ___________________


Goal of behavior: _________________________
Result: do things _________________________
 ___________________


Goal of behavior: _________________________
Result: do things _________________________
_________________________

“I came to class today because I attendance is
important to me.”

“I came to class today because I expect to enjoy
learning about psychology.”

Which produces stronger motivation: intrinsic or
extrinsic motivation?
 Goal


of behavior:
_________________________
_______________________
Highest goal is
_________________________

“A state of self-fulfillment in
which people realize their
highest potential in their ____
______________________”
 Behaviors?
 Evolutionary
perspective (2010)

Differences?
 Self-determination
theory

(Ryan & Deci, 2011)
_____________________

Basic needs =

1)

2)

3)
 ___________________________________
Biological and Social factors that
cause hunger
Eating Disorders: Anorexia & Bulimia
Needs for Achievement, Affiliation,
and Power
 Trends
in adult
body-mass index
in 200 countries
(1975 to 2014);
19.2 million
participants


1) Men
2) Women
 Diabetes



Heart disease
Kidney failure
Blindness
 Cancer
 Obesity:

In Statistics
20 million children under 5 overweight (2005)
 Pressuring
Obesity
Children to Eat Increases Risk of
 _________: Weight 20% over average for height

___________________(BMI)

Measures amount of body fat
 BMI

weight in kilograms/
(height in meters x height in meters)
 BMI

(Metric):
(Imperial):
(weight in pounds x 703)/
(height in inches x height in inches)
 Article:
Is the Body Mass Index Flawed?
 Multiple
internal
mechanisms
indicate when
people require
food or when they
should stop eating
 A) __________:
changes in
chemical
composition
 B)
___________
(________________):
Monitor glucose levels
 Lateral hypothalamus:


Ventromedial
hypothalamus:
 Article:
Why Eating
Feels so Darn Good
 C)
Injury to hypothalamus may affect _________
_______________



Level of weight body tries to maintain
Regulates amount of food eaten
Partly genetically determined
by ______________________________

How quickly (or slowly) body changes food into energy
 A)

Manners & meal times
 B)


_________________
Type & quantity of food
 C)

_________________
_________________
Lifestyle: Diet, exercise, etc.
Article: Personality Plays a Role
in Body Weigh
 D)
_________________
_________________

“Emotional eating”: Associating
food with comfort and/or a
reward
 1)
______________ to external social cues to
______________ + ________________ to internal
biological cues to __________________
 2) Higher __________________________
Body wants to ________________________
More sensitive to ______________________, especially
when dieting
 Why do some people have a higher weight set point?



A) Higher levels of ____________________________________

Hormone “protects” body from weight loss



 3)

More fat tissue = more leptin = less hunger
Less fat tissue = less leptin = more hungry
C) ____________________ birth to 4 months: only size changes
later in life
__________________________ :
_____________________ (metabolism, fat cells, etc.) +
(unhealthy) _________________________= obesity
 “Refuse
to eat while
denying that behavior &
appearance are unusual”

___________________
 __________
starve
themselves to death
 Who is an anorexic?

Articles:
 Characteristics:


Binging: _________________________
Purging: _______________


 Up
___________________________
Subtype: _______________________
to _______________

1-4% of female high school and university
students have anorexia or bulimia
 Articles

EDNOS: Deadliest Eating Disorder is Quietly the
Most Common



“___________________________________”
 Combination of eating disorders: e.g., counting
calories + purging; rigid diets + exercise
 Extremely rigid diet rules
70% of eating disorders; mortality rate of 5.2%
Eating Disorders are Different in Boys and Girls


Girls: around ____ years old; ______________________
Boys: around ____ years old; ______________________
____________________________
 A)
________________

i)

ii)


Taste sensation & rewards


Article: Connection Error in
Brains of Anorexics
Articles:
 Altered Neural Circuitry
 Brain Circuitry

Electrodes in the Brain
Article: Perfectionism
iii) Article: Socially
transmitted disease

___________________

iv)

v)
Treatment:

Article: Cheerleaders at
risk...
ii)


_________________
i)

Body images


 B)
DIETING AND LOSING WEIGHT
SUCCESSFULLY (P. 326)
 ________________
 Track
what you eat
and your weight
 Eat ___________
 _____________
 ________________

(see table p. 326)
Copyright McGraw-Hill, Inc. 2011
 Decrease
influence
of _______________
 Avoid ____________
 Avoid
_______________
 Maintain _________
__________
 Set
________________
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Secondary Drives
 Stable,
learned characteristic
 Satisfaction =
 High


Motivated by _______________________
Choose very easy, very difficult, or
intermediate difficulty tasks?
 Low


 Is
need for achievement:
need for achievement:
Motivated by ____________________
Choose very easy, very difficult, or
intermediate difficulty tasks?
your need for achievement related to
your educational/occupational success?
 _________________
_______________
(TAT)


Examiner: shows series
of ambiguous pictures
Participant: writes story
describing what is
happening
 An
interest in ______________ and
__________________ relationships
 High affiliation need:
 Women
tend to spend more time with friends
than do men….Does this mean they have a
higher need for affiliation?
 “Seek
impact,
 Gender
control, or influence differences:
over others, and to
 Men
be seen as powerful”
 High: More likely to…

Women
Bullies’ Behavior Driven
by Pursuit of Status &
Affection (2010)
 500 children; 9-12 years
old
 What motivates
children to bully each
other?
 1)

2) ______________:
don’t want to lose
friends so…
Cool Kids in Middle School
Bully More (2013)
 1,895 children; 11-13
years old
 Does aggression
promote social status,
or do people use their
social status to abuse
others?
What are emotions, and how do we
experience them?
Functions of emotions?
Explanations for emotions?
Nonverbal behavior and the
expression of emotions
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36
 What

“Feelings that _____________ have both
physiological and cognitive elements and that
influence behavior”
 What

“Fight or flight”
2) ______________________


are the functions of emotions?
1) ______________________


are ________________?
Operant conditioning: Emotional responses function as
rewards or punishments
3) ______________________
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 How
many words are there to describe emotions?
 _______________ regarding how to ____________
______________, but many researchers agree that
_____________________ include:
 __________________________
make it difficult to
specify one basic set of emotions


E.g., Shadenfreude
Article: Tartle, Koi No Yokan, Fremdschämen
Copyright McGraw-Hill, Inc. 2011
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 Relationship




between:
A) environmental stimulus
B) physiological changes in the body
C) brain activity
D) psychological experience of an emotion?
 Theories:



1) James-Lange Theory (1880s)
2) Cannon-Bard Theory (1920s)
3) Schachter-Singer Theory (1960s)
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 Main

1)
propositions:
 Critiques:



2)

1) Sometimes emotional
responses _______________
______________________
2) All physiological
activation _______________
______________________
3) More emotional
experiences _____________
_______________________
 Main


propositions:
1)
2) Thalamus produces
 Improvement:

1) Emotions __________
____________________
____________________
 Critiques:


autonomic nervous system
cerebral cortex
1) Not the thalamus…
____________________
________________
 2) Is it really a _______
____________________
_________________?

 Main
propositions:

1)

2) _________________ physiological arousal in
light of ___________________ to identify
emotional experience

Focus:
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 Participants
received epinephrine shot (but
told it was vitamins)

Increased physiological arousal
 G1
exposed to angry/hostile confederate
 G2 exposed to happy confederate
 Participants asked to describe own emotional
state
 Results?
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
Different brain areas more or less active when processing
different emotions

Article: Scientists identify emotions based on brain activity


__________________________________________________________
_____________________________
Areas of the brain involved in experiencing emotion:
_______________: link perception of emotion-inducing stimulus
with later recall
 ________________: memory consolidation
 ___________________: sensing emotion-related stimuli
 Connections indicate that ___________________________
______________________________________________________
__________________________________________________

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 1)
_______________
universally present at
birth
 “program” activates
nerve impulses that
direct face to display
appropriate expression
 ____________________
____________________
____________________
____________________

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 2)


_______________________
________________________________________________
______________________________________________
Research (Strack et al., 1988)

The _______________________________________________
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