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exam 3..motivation a
psych
| Question | Answer |
|---|---|
| cognitive approach | deals with knowing, remebering, how you think, how you reason, how we use language to express ourselves, houston feels that you cant fully understand motivation unless you understand complex cognitive ideas. thoughts can affect and determine motivation. |
| cognitive consistency theory | inconsistencies among our cognition can generate motivation. we are motivated to be consistent. we want to have a certain amaount of coherence in our lives and we want to do meaningfull things in our lives. |
| Blance theory | Heider and newcomb- POX |
| POX (balance theory) | P- ONE PERSON O-ANOTHER PERSON X- OBJECT. This is a mathematical model. you put times signs between the letters. to have balance you have to have an ecen number of minus signs. an odd number of minus sign lead to unbalance. there are no grey areas. |
| cognitive dissonance | when we have inconsistencies among our cognitive processes. out thoughts and actions dont go toguether. the throy aims to reduce inconsistencies. you can either be consistent with your thoughts and actions, you can be dissonant, or you can be inconsistent |
| making decisions creates dissonance | but once the dissonance is made that fact alone will reduce the dissonance that we have. |
| forced compliance | if you pressure an individual into publicly behaving in a manner that is inconsistent with the individuals belifs, you can change their beliefs. |
| forced complianc rewards | festinger & carlsmith. participants were asked to fill out a questionare after the experiment and then were asked to tell the next person what the experiment was like. the people who recieved $1 said that it was a good experiment. 20 and no$..said boring. |
| commintment | thinking dissonant thoughts does not seem as motivating as making a public commitment |
| consequences | believing that you should have foreseen an outcome, especially a negative one. |
| choice | if were forced into a choice or we have no choice at all in a matter, dissonance is less likely to be aroused. |
| self perception theory | Bem - we find out how we feel by looking at what were doing. |
| expectency-value theory | empesizes the idea that how we percieve ourselves and the world around us determines our state of motivation. our values x's what were expecting= our state of motivation. ( value X expectancy= motivation) |
| need to achieve | (murray) touching upon an urge to overcome obstacles when your trying to accomplsh something |
| meassurmet (thematic apperception test) | T.A.T.....he shows you pictures and you come up with a story of what you think is happening. this is a projection test- you project something of yourself in the picture. |
| reliable | deals with testing, a test is reliable if you have the same score for the same individual on 2 different occasions. people who are high or low in their need for achievement tend to be reliable. |
| valid | something is valid if it meassured what it is supposed to meassure. |
| achievement motivation | importance in childrearing. 4 points..1) early independence by your mother 2) high expectation by both parents 3) high rewardfor achievements 4) low domination of the child by the father. |
| Test anxiety questionarre | paper and pencil test that tries to see how nervous people get and why people get nervous before they take a test. tries to pinpoint the problems that individuals have when taking a test. |
| Horners study | found that 62% of women showed some fear of succes and only 9% of men had any fer of succes. |
| society and achievements | there are entire cultures that are linked to early childhood practices. they look at the independence training that a child gets in those cultures. the more independent the more gains. |
| attribution theory | the process of inferring causes and then basing our behavior upon those interferences. negative or unpleasent events arouse our need to find causes than our positive ones. |
| Heider | 2 needs 1)to understand the world around us 2) to control the world around us |
| internal vs external forces | internal is anything that is part of you; external es anything that isnt part of you. |
| achievement and attribution | if we succedd or fail at something, we normally attribute it to these factors. |
| 4 factors | ability, effort, luck, or task dificculty |
| weiner | high achievement people attribute past succes to ability, they have ability because they have succeeded in the past and they expect to succeed in the future. |
| invariance | we make an attribution when a particular cause is associated with a particular effect across a number of different conditions |
| intrinsic vs extrinsic motivation | are you motivated from within or without |
| Intrinsic | you do something for the fun of it, something you enjoy for yourself |
| extrinsic | some external reward, something you get externally |
| deci | studies using puzzles- 1/3 of the people were told they would be paid for putting the puzzle toguether before they participated, 1/3 were told they would be paid after they participated. the group with the money stopped, the intrinstic group finished puzl |
| behavior modification | friedman- gave them tokens for desirable behavior. once they started receiving the tokens, the intrinsic motivation for the behaviour vanished and their progress with good, desired diminidhed. |
| emotion | they are motivators. they are either positve or negative- there are neutral emotions. emotions in themselves are vey strong relativley uncontronllable, and they affect our behaviour. |
| 3 perspective of emotions | 1. they are subjective experiences (this because they are things we feel) 2. it deals with external behavior ( you are demonstrating/ expressing something) 3) it deals with physiological events (incresed heart rate, change in blood preassure). |
| classyfying emotions | Plutchik suggest 8 basic emotions. belived that it was the whole body that is involved when you are emotional. |
| thought vs emotions | thought can influence emotions and emotions can determine thought. thought can also arouse emotions and thought can determine emotions. |
| learned helplessness | failure to initiate action, failure to learn adn emotional problems. |
| depression | is usually brought by something unpleasent and /or uncontrollable in our enviroment. |
| Model of depression | 3 dimensions: personal ( only you depressed), universal (population depressed, economic prob). 2)specific-global(specific or general) 3) stable-unstable(certain things, or randomly caused?) |
| James-lange theory | action first, then emotion; you put an emotional label of an action after the fact. |
| Cannon-Bard theory | action and emotions occur simultaneously |
| schachter | dealt with cognitive factors and knowledge.he thought that the mind should tell us what emotions we should display. drug/vision experiment. |
| Missattribution | its possible to get people to misattribute their emotion to some enviromental stimulus and thus reduce their felt emotion |
| Nisbett&schacter | used sugar pills, told experimental group that the pills would produced marked physiological symptoms, the control group was not told anything. the shoked hurt more for the control group, did not know it was comming |
| social motivation | the motivating effects that people have on one another. it appears in species other than humans, but a lot of research is done on humans. |
| coaction-audience effects | -means individual are competing against one another, this fact energizes them. - people are watching the performers, they are not actively participating, but are there in a supportive role. |
| aschs experiments | 35% of participants went along with the group, the first ten people were cohorts, the eleventh was the only real participant |
| autokinetic phenomenom | deals with a single, stationary point of light seen in a dark room. the liht appears to move. people in the room were saying that the light was spelling out words-yet the light was completely stationary |
| comformity and obedience | you do something because everyone else is doing it. obedience is like compliance. you do what is requested of you, even if you would not prefer doing it. |
| wha effects conformity | 1)fear of rejection 2)size of group 3) group expertise 4) group status 5) self confidence |
| Milgrams experiment (obedience) | tester and subject...subject had to say the words right..if not the tester would shock them. tester had to continue experiment. 65% of the people finished the experiment. found out something about themselves that was less than ideal. |
| hawthorne effect | wanted to improve productivity in plant. they hung streamers from the air conductor so the workers could see air moving. they also had bosses that knew the names of the workers. his improved productivity. |
| foot in the door method | sales peole use this , they et you to go along with a major request by getting you to firt accept a minor request. |
| getting off easy | going the other way, they ask you, they ask you to do something large, you say no, so they ask you to do something much smaller |
| low -balling | a sneaky way of doing stuff, you first agree to a small request and then immediately increase the size og the request before the first request is complied with |
| Meassurment (affiliation) | the individuals feels like they are part of the story is going on |
| hope of affiliation and fear of separation | Boyatziz .... we do things many times because we want to be part of the group and we fear being rejected by the group if we dont do it. |
| fear and affiliation | when we are afraid, our desire o be with others increases(60% wanted to wait by others) |
| social comparison theory | Festinger the social comparison theory sates that we compare how we do with how others are doing. |
| liking | refers to a special relationship between particular idividuals |
| proximity | we are usually freinds with people who are physically close to us |
| familiarity | the more exposure you have to seeing a person the more likely he or she is going to be your freind |
| similarity | we are drawn to people who are similar to us |
| reciprocity | twe like people who like us back |
| reward and punishement | we like people who are associated with the recipt of rewards and we deslike people who are associated with the receipts of punishment |
| physicas attractiveness | people who are thoguht to be attractive are like more than people who are unattractive |
| matching principle | we tend to seek the company of not the most attractive person, but the most attractive person we can get. |
| halo effect | if someone is physically attractive we will then tend to believe that they also possess a number of additional positive characteristics even though they may not |
| loving | psychologist are not exactly sure what exactly they are studying; some feel that loving and liking are very close related |
| self disclosure | the extent to which we reveal ourselves to others |
| Houston | feels that you have to move ino loving from the liking stage if you want to self descolse |
| harlows five kinds of love | 1 maternal love 2 infant love 3 peer love-love children have for each other 4 heterosexual love- sexual passion 5 paternal love |
| agression | any action that is intended to hurt others |
| Lorenzs types of agression | between and within |
| between agression | predetory agression- a predator attaks its prey mobbing- prey against predator critical reaction- cornered or surprise, occurs when an animal feels it cannot escape danger |
| within agression | territoriality- an animal defends its turf rivalry- animals of a given species compete with one another for a mate defense of the young- mother fight for their young |
| anti-agression | agression that violates common, social norms |
| pro social agresion | agression to support a social norm |
| provoked agression | the victim of the agressive act did something to cause the agression |
| unprovoked | the object of the attack did nothing to deserve the attack |
| direct agression | basically the same as provoked agression |
| indirect agression | unprovoked agression |
| displaced agression (dumping agression) | huband has terrible day, goes home, dumps it at wife, wife dumps it at kid, kid dumps it on litle brother |
| physical agression | acting out, kids show this more |
| verbal agression | speaking out |
| adaptive-maladaptive | most agression is not adaptive because most societies have penalties for agression |
| Lorenz | territoriality |
| dominance | pecking order, humans like to be superior to everything. computers are superior..or going to be |
| modeling | bandura. you are talking about an imitation of behaviour of others |
| learning observed behavior | lerning something you have never done before |
| inhibiting behavior | possible to inhibit behavior that has already been learn by modeling |
| disinhibiting behavior | behavior that was previously inhibited, may become disinhibited |
| 4 conditions of modeling | attention, retention, reporduction, motivational |
| media violence | violence is prominent on television and other media outlates |
| freuds concept of reducing agression | he felt we could reduce agression throught the expression of the agression either directly or vicariously |
| frustration-agression hypothesis | it states that frustation always leads to agression and agression is always preceeded by frustration. the bloking of a motivated organism in its attempts or reaching the goal. |
| lorenz's instinct | hydroulic model. 4 components |
| banduras opposition | watching or engaing in agresive behaviour will increase rather than decrease your agression |
| crowding | intensifies whatever is going on |
| deindividuation | when our inner controls are weakend, when we no longer are seen or treated as an idividual. person works hard to be recognize as |
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