Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
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Dynamics of behavior that initiate, sustain, and direct or terminate actions

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Model of how motivated activities work
• Need: Internal deficiency; causes
• Drive: Energized motivational state (e.g., hunger, thirst); activates a…
• Response: Action or series of actions designed to attain a…
• Goal: Target of motivated behavior
• Incentive Value: Goal’s appeal beyond its ability to fill a need

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Primary Motive: Innate (inborn) motives based on biological needs we must meet to survive
• Stimulus Motive: Innate needs for stimulation and information
• Secondary Motive: Based on learned needs, drives, and goals

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Homeostasis: Body equilibrium; balance
• Influences on hunger
• Obesity
– Internal
• Glucagon-like Peptide 1 (GLP-1): Substance in brain that terminates eating
• Hypothalamus: Brain structure; regulates many aspects of motivation and emotion, including hunger, thirst, and sexual behavior
– External
• External stimuli that tend to encourage hunger or elicit eating; these cues may cause you to eat even if you are stuffed

Figure 9.3
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.3
Location of the hypothalamus in the human brain.

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Weight reduction based on changing exercise and eating habits and not on temporary self-starvation
• Some keys
– Start with a complete physical
– Exercise
– Be committed to weight loss

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Observe yourself, keep an eating diary, and keep a chart of daily progress.
• Eat based on hunger, not on taste or learned habits that tell you to always clean your plate.
• Avoid snacks.
• Reward yourself if you change eating habits and punish yourself if you do not.

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Active self-starvation or sustained loss of appetite that seems to have psychological origins
– Control issues seem to be involved
– Very difficult to effectively treat
– Affects adolescent females overwhelmingly

Figure 9.6
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.6
Women with abnormal eating habits were asked to rate their body shape on a scale similar to the one you see here. As a group, they chose ideal figure is much thinner than what they thought their current weights were. (Most women say they want to be thinner than they currently are, but to a lesser degree than women with eating problems.) Notice that women with eating problems chose an ideal weight that was even thinner than what they thought men prefer. This is not typical of most women. Only women with eating problems wanted to be thinner than what they thought men find attractive

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Excessive eating usually followed by self-induced vomiting and/or taking laxatives
– Difficult to treat
– Prozac approved by FDA to treat bulimia nervosa
– Affects females overwhelmingly

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Anorectics and bulimics have exaggerated fears of becoming fat; they think they are fat when the opposite is true!
• Bulimics are obsessed with food and weight; anorectics with perfect control.
• Anorectics will often be put on a “weight-gain” diet to restore weight.

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Extracellular Thirst: When water is lost from fluids surrounding the cells of the body
• Intracellular Thirst: When fluid is drawn out of cells because of increased concentration of salts and minerals outside the cell
– Best satisfied by drinking water
• Pain Avoidance: An episodic drive
– Distinct episodes when bodily damage takes place or is about to occur

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Reflect needs for information, exploration, manipulation, and sensory input
• Sensation Seeking/ Inverted U: Trait of people who prefer high levels of stimulation (e.g., the contestants on
“Eco-Challenge” and “Fear Factor”)
• Yerkes-Dodson Law: If a task is simple, it is best for arousal to be high; if it is complex, lower levels of arousal provide for the best performance

Figure 9.11
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.11
(a) The general relationship between arousal and efficiency can be described by an inverted U curve. The optimal level of arousal or motivation is higher for a simple task (b) than for a complex task (c).

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Social Motives: Acquired by growing up in a particular society or culture
• Need for Achievement (nAch): Desire to meet some internal standard of excellence
• Need for Power: Desire to have impact or control over others

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Hierarchy of Human Needs: Maslow’s ordering of needs based on presumed strength or potency; some needs are more powerful than others and thus will influence your behavior to a greater degree
• Basic Needs: First four levels of needs in Maslow’s hierarchy
– Lower needs tend to be more potent than higher needs
• Growth Needs: Higher-level needs associated with selfactualization
• Meta-Needs: Needs associated with impulses for selfactualization

Figure 9.14
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.14
Maslow believed that lower needs in the hierarchy are dominant. Basic needs must be satisfied before growth motives are fully expressed. Desires for selfactualization are reflected in various metaneeds (see text).

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Intrinsic Motivation: Motivation coming from within, not from external rewards; based on personal enjoyment of a task
• Extrinsic Motivation: Based on obvious external rewards, obligations, or similar factors (e.g., pay, grades)

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• State characterized by physiological arousal and changes in facial expressions, gestures, posture, and subjective feelings
• Physiological Changes: Include heart rate, blood pressure, perspiration, and other involuntary bodily responses
• Emotional Expression: Outward signs of what a person is feeling
• Emotional Feelings: Private emotional experience

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Most basic emotions are:
– Fear
– Surprise
– Sadness
– Disgust

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
– Anger
– Anticipation
– Joy
– Acceptance

Figure 9.15
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.15
Primary and mixed emotions. In Robert Plutchik’s model, there are eight primary emotions, as listed in the inner areas. Adjacent emotions may combine to give the emotions listed around the perimeter. Mixtures involving more widely separated emotions are also possible. For example, fear plus anticipation produces anxiety.

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Autonomic Nervous System (ANS): Neural system that connects brain with internal organs and glands
• Sympathetic Branch: Part of ANS that activates body for emergency action
• Parasympathetic Branch: Part of ANS that quiets body and conserves energy
– Parasympathetic Rebound: Overreaction to intense emotion

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Polygraph: Device that records heart rate, blood pressure, respiration, and galvanic skin response (GSR); lie detector
• GSR: Measures sweating
• Irrelevant Questions: Neutral, emotional questions in a polygraph test
• Relevant Questions: Questions to which only someone guilty should react by becoming anxious or emotional
• Control Questions: Questions that almost always provoke anxiety in a polygraph (e.g. “Have you ever taken any office supplies?”)

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Study of communication through body movement, posture, gestures, and facial expressions
• Facial Blends: Mix of two or more basic expressions

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Pleasantness-Unpleasantness: Degree to which a person is experiencing pleasure or displeasure
• Attention-Rejection: Degree of attention given to a person or object
• Activation: Degree of arousal a person is experiencing

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• James-Lange Theory: Emotional feelings follow bodily arousal and come from awareness of such arousal.
• Cannon-Bard Theory: The thalamus (in brain) causes emotional feelings and bodily arousal to occur at the same time.
• Schachter’s Cognitive Theory: Emotions occur when a label is applied to general physical arousal.
• Attribution: Mental process of assigning causes to events; attributing arousal to a certain source.
• Facial Feedback Hypothesis: Sensations from facial expressions and help define what emotion someone feels.

Figure 9.21
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.21
Theories of emotion.

Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
• Emotional Appraisal: Evaluating personal meaning of a stimulus
• Emotional Intelligence: Combination of skills, including empathy, self-control, self-awareness, sensitivity to feelings of others, persistence, and self-motivation

Figure 9.23
Introduction to Psychology: Kellogg Community College, Talbot
Chapter 9
FIGURE 9.23
A contemporary model of emotion.