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exam 2 motivation an
| Question | Answer |
|---|---|
| initiate | ,something needs to initiate the motivation |
| direct behavior | ,what behavoiur is your motivation directed to |
| intensity | ,the driving force of your motivation |
| persistance | ,how long do you persist in trying to satisfy the motive? |
| cognitive approach | ,how much does your mind deal with whats going on? do you rationalize things before you do them? |
| social approach | ,the extent to which other people affect you |
| Bandura, Ross and Ross (1961) (imitate) | ,bobo doll experiment. they imitated the agressions that they saw acted out on the doll. |
| Freedman(1975) (crowding) | ,crowding intensifies whatever is going on around you. |
| electic approach | , take something from all different theorist or sections to form a more comprehensive, grand theory. |
| instinct | when you react automatically to something. |
| 2 aspects of instinctive behaviour | assumed to be unlearned ( because it is not dependant on any other prior experience), it assumed to be specific species (all of a given species does it the same way. |
| philosophical roots of the instinct concept | human behavoiur was seen as being stimulated by rational thought and rational thought originated in our immortal souls. animals didnt have souls and animals didnt think rationally. |
| charles darwin | he wanted to see what made humans and animals similar, he felt that if animals displayed instinctive behavior and then they were somehow related to humans, then humans must also have insticts. |
| william james | felt that humans posseses 15 different instincsts, among them the ability to learn and have free will. |
| william mcdougall | felt that humans have 121 seperate instincts, most of human behavior is instinctive in origin. |
| atkinson | humans have 15, 000 instincts. |
| instinct concept | we dont know how many insticts we have. there is no clear distinction between learned and innate behaviour. many so called instinctive behavior turn out to be heavily dependent upon prior experience. the most important point is circular event. |
| ethology | specific branch of bilogy concerned primarly with evolution. there are more willing to accept the fact that innate and learned factors interact with none another. |
| Konrad Lorenz (hydraulic model) ( see handout) | has 4 cmponents: 1) reaction-specific energy 2)innate releasing mechanism 3)sign stimulus 40 fixed action pattern |
| Nikolaas Tinbergen (hierarchial model) | won nobel prize for his research. had a major insticnt, lower level instinct, and the level of act, there is a hierarchy of instincts, these are learned traits. |
| Ginsberg | he didnt like using the word instinct, he felt that we observe the true nature of behaviour and ther is no need to search for the unidentifiable behaviors. |
| imprinting | deals with a strong social attachment to the first moving object-it made no difference what the object was. |
| Lorenz | first person to do research on imprinting, he would have duks or geese that shortly after they were born, he would be the first thing that they saw. they would imprint and follow him around their whole lives. |
| Hess (time) | he thought timing was not the most important factor. he went against the idea of lorenz. |
| Hess (distance) | distance does make a different. the smaller the distance , the greater the strenght that there is going to be in the imprinting. |
| Hess (critical period) | 12-20 hours after birth, there has to be some primary time to get acclimated to being alive. if imprinting does not happen before that time, then it will not occur. |
| Kovach and hess (Noxious stimuli) | there are thing that can strengthen imprinting, the noxious stimuli that these researchers used was schock. you have to be paying attention to imprint. |
| Hess (late appearing responses) | things that occur early in life, bu do no show up to later in life. |
| Hess (long lasting responses) | he imprinted his sunjects to specieas a. they were then forced to live with species b. later in life they were given a choice of who to live with. they chose spcies a. imprinting lasts. |
| Hess (irreversibal response) | you cannor rreverse imprinting. what you can reverse is learning. you can go through extinction. |
| Hoffman and ratner | working with imprinting, they felt that imprinting involves both innate and learned response. |
| Facial expression | humans will laugh when something is funny regarless of the cultural sorroundings they are in. |
| eyebrow flick | a theory that when you know someone your eyebrow will flick |
| Ekman and Friesman | 3 different kinds of smiles. 1)felt smile-spontaneous, display emotion. 2)false smile-you put it to achieve something. 3) miserable smile- you feel very bad about it, but you wont do anything about so u smile. |
| emotions | they determine expressions and many times our expression determine our emotion. they are tied toguether. |
| posture | has a lot to do with feeling; tough, agressive and succesful young people have a more erect posture; less succesful, more submissive people have a more stooped posture. |
| eye fixation | we fixe our eyes on the eyes of other individuals. 7 week year old infants fixed their eyes 90 of the time to our eyes. |
| imprinting | do humans imprint? there are those hat feel that we do have a sense of imprinting, but not in the sense that animlas do |
| language | how did you learn how to speak? a lot of language is learned due to praise. |
| territoriality (Ardrey) | studied humans setting up territories. people do display territories. studies have been done on how we rearrange for space on elevators. |
| altruism | selflessly doing good for others, people who are willing to give up their own safety to help another, it is not instinctual. |
| basic physiological needs | most researchers would agree that there are certain physiological needs that we have. these three are some of the most agreed upon hunger, thirst, sex |
| Maslow | hierarchy of needs; highes level is self-actualization; we are all striving to be self actualized according to maslow |
| Peak experience | temporary state of non-striving, he wanted to attempt to show people what is is like to be self-actualized |
| regulation | voluntary and involuntary-aspects we go through for physiological needs. voluntary-we knowingly do; involuntary-we dont really think about it. |
| hypothalmic portion of the brain | researches located the source of hunger. your brains tells you u are hungry. |
| cannon and washburn | thought that stomach contractions were the source of hunger. |
| vagus nerve | cannan and washburn found that the nerve carries messeges from the brain to the stomach and vice versa. they cut the nerve, but founf that people were stilll hungry. |
| Morgan and MoRGAN | cut vagus nerve in rats |
| Grossman and stein | humans, cut the vagus nerve on humans |
| dual hypothalmic control | both the central nervous system and the brain tell us when we are hungry. |
| schiff | had the idea that the hypothalmus was important for hunger |
| hetherington and ranson | delt that it was ventromedial hypothalamus that let you know when you are hungry. they would destroy the hypothalamus, and find thathere would be extreme overeating in their subjects. |
| Anand and brokbrck | feltt that the hypothalamus (vmh) is like the off switch, then weres the on swithc? they worked with the lateral hypothalmus (LH) AND DESTROYED IT. their subjects did not eat. never hungry. |
| lipostatic theory | help mantain weight-for long-term regulation of maintenance of body wight. |
| Keesey | set a point theory- a way to help monitor body wieght' our body has an image of what we should weigh-if we eat normally and get regular amoount of activity then out body will mantain that image. |
| wirshaffer and davis (glycerol) | glycerol-a sweet, colorless substance found in the blood, it deals with fat regulation, if u have an increase in body weight, there is normally increase in glycerol. glycerol tells hypothalamus region to stop eating. |
| taste | innate and aquired |
| learned-medicine preference affect | you have a preference for a cetain kind of medicine for thee way it tastes. |
| innate | specific hunger |
| John Garcia (coyotes) | taste aversion- hired by ranchers out west to solve a problem for them. coyotes were coming and killing sheeps. he killed some sheep and dosed them with lithium chloride. when the coyotes ate them theyy got very very sick. |
| aversion therapy | schock or drugs were used to get people to change their eating habits. |
| obesity | means that you exceed the wight based on your age, sex height and bone structure that should be by 25-30%. are less motivated to work fo their food. more particular about what they eat. trouble inhibiting eating. |
| obese(eating habit) | stimulated into eating by external cues(it looks good, it smells so good) |
| normal body weight (eating habit) | stimulated more by internal cues (your brain tells u what u shouldnt eat, and what to it. |
| Stanley Schachter | he tested those who were considered obese and those who were considered normal weight. he used walnuts. obese people ate the nuts that had no shell. obese less motivateed to work for their food. |
| Nisbett | obese people are more affected by flavor in terms of how much they eat. taste good eat more. |
| what causes obesity (Nisbett)- | its a malfunction of the ventral medial portion of the hypothalamus(VMH) |
| anorexia nervosa | cause- a malfunction of the lateral portion of the hypothalmus. criteria for diagnosis- loss 25% of original bosy weight. prognosis- long term damage. |
| intracellular-extracellular | deals with where you find water in your system |
| intracelullar | water is found within the cells of your body. 2/3 of our body fluid is intracelullar. |
| extracellular | fluids found outside of the cells or fluid that exists in the spaces between the cells. |
| sexual motivation | differes from hunger and thirst in that we dont need it to survive. it is nesesary for the survivial of the species, not the individual. it uses energy, rather than replacing it. |
| pituitary gland | master gland. releases different hormones that control sexual motivation, determines height; the hypothalamus is also involved with sexual motivation. |
| animal vs human research | animal research, in the past has been easier than research on humans |
| learning | even animals that have been raised in isolation will engage in sexual activities; higher order creatures are more affected by the experience. more learning than instinct in humans, more in instinct in animals regarding sexual behaviour.) |
| Harlow | he had monkeys raised in in isolation. clothe mother, barbwire mother. the isolated monkeys took longer to go through the whole mating procedure. if they had offsrping , they had no idea how to take care of them. |
| master and johnson | put out an ad asking for a sexual study.they took physiological meassurments of individuals while they were engaged in sexual intercourse. 4 stages. excitement, plateu, orgasm, resolution |
| Kinsy | he did interviews to set up his experiment. he found out that both males and females enjoy having an orgasm and that both males and females engage in a wide range of sexual practices and positions. critics questiones participants honesty. |
| arusal theory (inverted u) | yerkes-dodson law= researches founf that the law was more accurate under some conditions under others. the law doesnt take into account whether u want to be aroused or not. the curve needs to be slanted a little. |
| Heron | paid volunteers were asked to be in a total sensory deprivation experiment. nobody lasted very long and participants were afraid of being forgotten inside the tank. participants thought they were in the tank for much longer than they were. |
| berlyne (novel-complex stimuli) | we are curious animals. he found that humans would rather look at and pay attention to unusual rather than less novel stimuli. the more unsual something looks the more time we llok at it. |
| Harlow, Harlow and Meyer | monkeys wre placed in an enviroment where there was a ltch that would open up a door. researchers found that monkeys would open the latch to get a better view of what was in the door even without any other type of reward. |
| emotion | is the result of an interaction between arausal and your cognitive appraisal of what is going on arounfd you. |
| Schachter & signer | he advertised for individuals to be involved in experiments, but would really be using deception. the participants were given injections and asked to watch a movie. they were injected with placebo, adrenaline and a deppresant. |
| beta wave | excited alert- low amplitude high frequency |
| alpha wave | relax-higher amplitude, low frequency |
| delta wave | deep sleep. |
| autonomic nervous system ( it is dived in 2 parts para-sympathetic and sympathetic) | responsible for many physiological changes that occur during arousal. |
| parasympathetic | acts gradually, one thing at a time |
| sympathetic | acts as a whole, all toguether |
| sleep | an active process |
| sleep walking | sonambulism |
| sleep stages | there are five stages. dreaming occurs during stage 4, it takes about 30-45 minutes to get to stage 4 |
| rem | rapid eye movement, 70-80% of dreams occur during REM sleep. it repeats 4-5 dreams cycles a night, an average cycle is 90 minutes |
| NREM | non-rapid eye movement |
| newborn-young adult | total sleep drops from 16 hours for newborns to 6 hours in advanced adulthood. total rem sleep drops from 8 hours to 90-100 minutes during first 5 years of life. |
| Webb (energy conservation) | we sleep at night because humans are not particulary effective species at night. |
| freudian dream theory | we dream in order to satisfy unacceptable need and impulses that we all have but are unaware of possesing. we all have strong impulses, such as sexual and agressive urges. |
| symbols | anything that stands for something else |
| primary sleep disorder | abnormalities are related to sleep and sleep is the cardinal sign or symptoms that the individual has |
| secondary | direct results of some other problem such as dysfunctions with your thyroid and drug abuse. |
| narcolepsy | problem staying awake, amphetamines can be used to help stay awake. |
| sleep apnea | stop breathing when you are asleep, common in young children. |
| insomnia | having trouble going to sleep; one of the most common sleep disorders; things that cause insomnia: being fired, planning a trip, crossing a lot of time zones. |
| webb & agnes | insomnia is mostly temporary, many people think that they arent sleeping but they really are, changes in sleep habits can cause insomnia. |
| thyroid | some individuals that have hyperthyroidism will have short periods of sleep 9 sleep for 10-15 inutes, wake up, then back again.0 |
| hypothydroism | extreeme sleepines. |
| epilepsy | can be aggravated by sleep, there are times that when individuals are asleep they have seizures. |
| stress | what we experience when our body is required to adjust to substantial changes in our enviroment. |
| Hans seleye (GAS) | general adaptation syndrome- when were placed in a stresfull situation, we can go through different stages to deal with stress. |
| alarm reaction | when our body becomes mobilized to deal with stress, can last from a few minutes to a few hours to a few days. |
| stage of resistance | you try and fight the stress |
| stage of exhaustion | your body can only deal with high levels of stress for a certain amount of time before it breaks down. |
| Holmes | 43 life events, and the stress rating of each of them. social readjustment rating scale |
| retrospective studies | look back, find details that developed to make something serious for an individual. |
| prospective studies | what are thingsthat are currently happening in your life? what are things that have changed recently? |
| freedman | crowding doesnt cause stress but the sense of loss control does. |
| Lundberg | when is the best time to get on a train? being first you get to choose where you sit, you have the largest selection of seats |
| type a people | more likely to have heart attacks, more agressive and hostile, more competitive. |
| type b people | more chill, easy going, more satisfied with things that happen on their lives |
| Klein | did a study of expectancies of going to a dentist, is it more stresfull knowing or not knowing that u are going to get your tooth pulled out.? |
| 1. motivation and learning | go together you must be motivated to learn. |
| 2. Kimble | learning- a relatively permanent change in behaviour potentially that occurs as a result of reinforced practice. |
| 3. Pavlov | famously known for his classical conditioning. He was taken seriously by the APA. |
| 4. Twitmeyer | was one of the individuals that did classical conditioning before Pavlov. He was doing knee-jerk reflexes on patients and would always ring a bell, as a warning that he was going to drop the hammer. One time he rung the bell and forgot to drop the hammer, |
| 5. McConnell | did studies on planaria. He wanted to show that you could transfer intelligence from one subject to another. Failed. Used flat worm and shock. |
| 6. Condition stimulus (CS) | SOMETHING THAT ON ITS OWN, THE SUBJECT WILL NOT RESPOND TO, SOMETHING NEUTRAL (ringing a bell). |
| 7. Unconditioned stimulus (UCS) | something that on its own, the subject will respond (food). |
| 8. Unconditioned response (UCR) | a response the subject will make automatically (salivating to the food). |
| 9. Conditioned response (CR) | a response that the subject makes to the CS( salivating to the bell). |
| 10. Watson and Raynor | did a classical conditioning on a 11 month old child named Albert. He was taught to associate fear with the rat. |
| 11. Phobias | strong, apparently irrational fears, it’s a phobia because we don’t know what causes the fear, many phobias start in childhood. |
| 12. Systematic desensitization | slowly desensitizing an individuall regarding their phobia. Gradually facing them with the phobia. |
| 13. Watson and Raynor | masochism- derive pleasure from pain. |
| 14. B.F Skinner | instrumental conditioning, put a rat in a skinner box. Make him hungry then put a food pallet in a corner, the rat will find it and eat it. Every time the rat is hungry it will go to the corner, then u start to teach it that if its wants food it must lowe |
| 15. Reward training | receive a pleasant reward, makes a prticular response if it..push the bar get food. |
| 16. Avoidance training | animal punished if it fails to make a particular response, subject will eventually learn how not to get punished. |
| 17. Escape training | subject continues to suffer punishment unless a certain response is made. He subject needs to make the correct action in order for the negative reinforment to stop. |
| 18. Punishment training | animal receives unpleasant stimulation if it makes a particular response. The experimentor controls the situation so there is no learning here. |
| 19. Extinction | decrease in response strength with repeated non-reinforcement. Animal pushes bar= food…animal pushes bar=no food, then again and again and again. Eventually animal will not push bar. |
| 20. Generalization | a response connected to one stimulus will tend to elicited by similar stimuli. Pavlov used a bell, but he could’ve used a light or another stimuli. |
| 21. Parameters of reinforcement | how much food you give to an animal. |
| 22. Amount of RF | an average rat need about 7 grams of food to maintain its weight. Each pellet wights .10 grams. 70 food pellets, therefore, will allow the rat to maintain its weight and not gain anymore. |
| 23. Delay of Rf | the delay between when the rat presses the bar and when it gets food. The longer the delay, the bigger the cances the rat wont understand the reinforcement process. Optimum delay is .5seconds. |
| 24. Schedules of Rf | pavolv started the idea. |
| 25. Simultaneous conditioning | the CS and the UCS are presented and stoped at exactly the same time. |
| 26. Delayed conditioning | the CS is presented then the UCS is presented and ended. |
| 27. Trace conditioning | the CS is presented and ended, then the UCS is presented and ended. |
| 28. Backward Conditioning | the UCS is presented and ended, then the CS is presented and ended. |
| 29. VR-Variable ratio | has to make an average of x responses. VR10, the subject, in many trials, makes an average of 10 responses to get a reinforcement. |
| 30. FR-fixed ratio | has to press the bar x times to get a reinforcement. FR10, the subject makes 10 responses to get reinforcement. |
| 31. Interval | - deals with time (almost always in minutes). |
| 32. VI-variable Interval | VI15, the subject has to wait an average, during many trials, of five minutes to get a reinforcement. |
| 33. FI- fixed interval | F15 the subject has to wait a full five minutes to get reinforce. |
| 34. Scalloping | a way to see what kind a schedule you are on. A straight line means nothing is happening, a line up means something is occurring (this looks like a line graph). |
| 35. Ratio schedules | subjects normally keep pounding on the bar during entire time. |
| 36. Interval schedule | subjects have more periods of rest and then periods of activity. |
| 37. Continuous reinforcement | every time it responds it gets a reinforcement. |
| 38. Primary reinforcment | satisfies biological needs. |
| 39. Secondary reinforcement | something that reinforces the primary. |
| 40. Behavior modification | control of behavior through the application of the principles of conditioning, the primary goal is to change behavioral patterns. |
| 41. Token economics | you give the subject something that they see value in, but that doesn’t satisfy any basic needs. |
| 42. Systematic desentisitization (wolpe) | person has to figuere out how to relax or calm down to begin the process. Normally used to get rid of phobias. You show to the individual that there is no reason to have that kind of irrational fears that they have. |
| 43. Aversion training or aversion therapy | these are normally used to eliminate bad habits we have. |
| 44. Cognitive behaviour modification (CBM) | this deals with your thinking, yo try to change the way people think about something rather than their behaviors. |
| 45. Assertion training | teachin individuals how to become more assertive; this is used a lot in bussines and sales; the problem is that when taken to far you can create individuals who are too assertive. |
| 46. Biofeedback (Millers work) | did a lot of work on heart rate, Miller thought that you could control more things that you thought. By thinking you can raise your heart rate by a certain percent. |
| 47. Wallace & Benson | used meditation, did research to see if you could decrease the amount of oxygen intake that you needed. |
| 48. Learned helplessness | no matter what the subject does they are going to be punished. Eventually the subject learns helplessness. 3 aspect of helplessness 1.) failure to initiate action 2) failuere to learn 3)emotional problems |
| 49. Drive | some internal state of arousal that energizes us. |
| 50. Freud’s psychoanalytic theory | theoretical approach was a drive approach. He believed that our behavior is activated and directed thought the operation of strong internal state of tension. |
| 51. Freudian instincts | satisfy bodily needs. Demands immediate gratification. |
| 52. Freudian slips | occur most often when you are trying too be cautios about not saying something, you have a Freudian slip because of your unconscious, it becomes tired of you not saying what you really want to say. |
| 53. Aim of instincts | maintenance (enabling us to do things that we need to survive). |
| 54. ID | demanding, unreasoning drives, operates on the pleasure principle, deals with immediacy, it is the first to develop. |
| 55. EGO | reality principle. |
| 56. Superego | moral, ethical, plays mediator between ID and EGO. |
| 57. Defense Mechanism | 3 essential characteristics 1.)unconscious efforts to reduce anxiety. 2) distortion of reality. 3) if used in moderation, can help us through troubled times without necessarily being unhealthy. |
| 58. Psychosexual stages | we all go through these 5 stages 1) oral stage (0-11/2) 2) anal stage (11/2-3) 3) phallic stage (3-7) 4)latency (7-12) 5) genital stage (puberty –adulthood) |
| 59. Fixation | some individuals get fixated at certain stages. When things get difficult some of us go back to those stages of comfort. |
| 60. Anal retentive | you like to have things yor way and you make sure they are done that way. |
| 61. Phallic stage | electra- female child attracted to fathr and resents mother. Oedipus- male child is attracted to mother and resents father. |
| 62. Maslow | self-actualization- you have nothing left to accomplish. |
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