Psych Final.2

What is motivation?

the wants or needs that direct behavior toward goal

intrinsic motivation

arising from internal factors

\-autonomy

\-mastery

\-purpose

extrinsic motivation

arising from external factors

\-compensation

\-punishment

\-reward

William James

theorized that behavior was driven by a number of instincts, which aid survival

instinct

a species-specific pattern of behavior that is not learned, such as sucking

Drive theory

deviations from homeostasis create physiological t needs direct behavior to meet the need and bring the system back to homeostasis

habit

pattern of behavior in which we regularly engage

Yerkes-Dodson Law

the optimal arousal level depends on the complexity and difficulty of the task to be performed; holds that a simple task is best performed when arousal levels are relatively high and complex tasks are best performed when arousal levels are lower

selg-efficacy

people’s belief in their capability to complete a task, will determine what we do and the future goals that we set for ourselves

social motives

for behavior include needs for achievement, affiliation, and intimacy

Maslow’s hierarchy of needs

* physiological
* safety
* love/belonging
* esteem
* self-actualization

physiological

breathing, food, water, sex, sleep, homeostasis, excretion

safety

security of body, of employment, of resources, of morality, of the family, of health, of property

love/belonging

friendship, family, sexual intimacy

esteem

self-esteem, confidence, achievement, respect of others, respect by others

self-actualization

morality, creativity, spontaneity, problem solving, lack of prejudice, accepting of facts

hunger and eating

are regulated by a complex interplay of hunger and satiety signals that are integrated in the brain

satiation

fullness and satisfaction

leptin

a satiety hormone

ghrelin

a multifaceted gut hormone which activates its receptor, growth hormone secretagogue receptor

Prader-Willi Syndrome (PWS)

a genetic disorder that results in persistent feelings of intense hunger and reduced rates of metabolism

binge-eating order

is characterized by binge eating and associated distress

bulimia nervosa

is characterized by binge eating followed by purging

anorexia nervosa

is characterized by an individual maintaining body weight that is well blow average through starvation and/or exercise

over justification effect

happens when intrinsic motivation is diminished when extrinsic motivation is given

medial preoptic area

involved in the ability to engage in sexual behavior

amygdala and nucleus accumbeus

involved in motivation for sexual behavior

Kinsey scale

categorizes an individual’s sexual orientation

heterosexual

attractions to opposite-sexed individuals

homosexual

attractions to same-sexed individuals

bisexual

attractions to both same-sexed individuals and opposite-sexed individuals

gender identity

refers to one’s sense of being male or female

gender dysphoria

a diagnostic category in DSM-5 for individuals who do not identify as the gender associated with their biological sex

transgender hormone therapy

the use of hormones to make one’s body look more like the gender one identifies with

emotion

a subjective state of being that we often describe our feelings

* intense, affective state that occurs in response to something we experience

mood

a prolonged, less intense, affective state that does not occur in response to something we experience

3 components of emotion

* physiological arousal
* psychological appraisal
* subjective experiences

James-Lange theory

asserts that emotions arise from physiological arousal

Cannon-Bard theory

physiological arousal and emotional experience occur simultaneously, but independently

Schachter-Singer Two-factor theory

emotions consist of two factors-- physiological and cognitive

Lazarus’ Cognitive-Mediational Theory

asserts that our emotions are determined by our appraisal of the stimulus

hypothalamus

sympathetic nervous system

thalamus

sensory relay center

amygdala

processing emotional information

hippocampus

integrates emotional experience

cultural display rule

a culturally specific standard governing the type and frequency of displays of emotions that are acceptable

facial feedback hypothesis

asserts that facial expressions are capable of influencing our emotions

body language

the expression of emotions in terms of body position or movement

seven universal emotions

happiness, surprise, sadness, fright, disgust, contempt, and anger

physical development

growth and changes in the body and brain, senses, motor skills, and health and wellness

cognitive development

learning, attention, memory, language, thinking, reasoning, and creativity

psychosocial development

emotions, personality, social relationships

normative approach

determine at what age children did certain things (such as walking and crawling)

developmental milestones

age-related averages as general guidelines to compare children with same age peers to determine roughly when they should be doing things

continuous development

can be visualized as a smooth slope of progression

discontinuous development

sees growth in more discrete stages

Freud’s psychosexual development

pleasure-seeking behavior oriented towards different parts of the body during the stages

Erickson’s psychosocial stages of development

* adapted Freud’s theory with some major exceptions:
* focus is on social development, not sexual urges
* development is a lifelong process
* interactions with others affect our **ego identity**
* we are motivated by a need to achieve competence
* conflicts occur at different stages of life

Stage 1: trust v mistrust

* develops in infancy
* dependent on caregivers
* if needs are dependable met, infants develop a sense of trust

Stage 2: autonomy v shame/self-doubt

* ages 1-3 (toddler)
* “me do it” stage
* toddlers learn to exercise their will and do things for themselves or learn to doubt their abilities

Stage 3: initiative v guilt

* ages 3-6 (preschool)
* learn to initiate tasks and carry out plans or they feel guilty about their efforts to be independent

Stage 4: industry v inferiority

* age 7-11 (elementary school)


* learn the pleasure of applying themselves to tasks or they feel inferior
* compares self with peers and judges competence

Stage 5: identity v role confusion

* age 12-18 (adolescence)
* work at refining a sense of self by testing roles and then integrating them to forma single identity, or they become confused about who they are
* “who am I” stage

Stage 6: intimacy v isolation

* age 19-29 (young adulthood)
* struggle to form close relationships and gain the capacity for intimate love, or they feel socially isolated

Stage 7: generativity v stagnation

* ages 30-64 (middle adulthood)
* discover a sense of contributing to the world, usually through family and work, or feel lack of purpose

Stage 8: integrity v despair

* age 65+ (late adulthood)
* reflecting on life, an older adult may feel a sense of satisfaction or failure

Piaget’s Cognitive development theory

children develop schemata to help categorize and interpret information

schemata

mental models/concepts

assimilation

take in information that fits with a schemata that they already know

accommodation

change their schemata based on new information

object permanence

objects continue to exist even if you do not see them

conservation

determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size

egocentrism

differentiating between yourself and others (three mountain problem)

Kohnlberg’s moral development

* pre-conventional morality
* conventional morality
* post-conventional morality

Level 1: Pre-conventional morality

* Stage 1: **obedience and punishment**: behavior is driven by avoiding punishment
* Stage 2: **individual interest:** behavior is driven by self-interest and rewards

Level 2: Conventional morality

* Stage 3: **interpersonal:** behavior is driven by social approval
* Stage 4: behavior is driven by obeying authority and conforming to social order

Level 3: Post-conventional morality

* Stage 5: **social contract:** behavior is driven by the balance of social order and individual rights
* Stage 6: **universal ethics:** behavior is driven by internal moral principles

Stages of development

* prenatal
* infancy and toddlerhood
* early childhood
* middle childhood
* adolescence
* early adulthood
* middle adulthood
* late adulthood

prenatal

conception to birth

infancy and toddlerhood

birth- 2 years

early childhood

2-6 years

middle childhood

6-11 years

adolescence

11-18 years

early adulthood

18-40 years

middle adulthood

40-65 years

late adulthood

65 years- death

periods of prenatal development

* germinal
* embryonic
* fetal

Germinal (1-2 weeks)

* fertilization and implantation
* start of placenta
* mitosis-cell division

embryonic (3-8 weeks)

* groundwork laid for all body structures and internal organs
* full placenta formation

fetal (9-40 weeks)

“growth and finishing” phase

9-12 weeks

sex organs differentiate

16 weeks

4\.5 inches long

16-28 weeks

double in size

36 weeks

almost ready for birth

37 weeks

fully developed organs

prenatal care

medical care during pregnancy that monitors the health of both the mother and fetus

* reduces the risk of complications to the mother and fetus
* anything the mother is exposed to affects the fetus

teratogens

environmental agents that cause damage during the prenatal period

eye blink

protects infant from strong stimulationr

rooting

infant’s head turns toward source of stimulation; helps infant find nipple

sucking

permits feeding