Chapter Menu Chapter Introduction Section 1: Theories of MotivationTheories of Motivation Section 2:Biological and Social MotivesBiological and Social Motives Section 3: EmotionsEmotions

Welcome Back!!! A little bit of motivation… Today is February 18- We have--- 3 weeks until 3 rd nine weeks end (not counting exam week) 19 days until 3 rd nine weeks end (counting exams) 5 weeks until Spring break 60 days of school left 45 days of school left for SENIORS!!!

Chapter 12 What we do and WHY we do it…..

Journal #1 Think about your present day concerns and future aspirations that are most important to you. List 10 of them and explain why they concern you or why it is a future aspiration of yours.

Section 1-Key Terms Vocabulary motivation instincts need drive homeostasis incentive extrinsic motivation intrinsic motivation

Section 1-Objectives Objectives Describe four theories of motivation. Discuss the difference between intrinsic and extrinsic motivation.

Section 1 Theories of Motivation Psychology is concerned with what people do and how/ why they do it, research on motivation and emotion focuses on the underlying whys of motivation. Motivation- An internal state that activates behavior and directs it toward a goal –Motivation cannot be directly observed, so psychologists infer motivation from goal-directed behavior.

Section 1 Theories of Motivation (cont.) Theories regarding motivation: –Instinct –Drive-reduction –Incentive –Cognitive

Section 1 Instinct Theory William McDougall proposed that humans were motivated by a variety of instincts. –Instincts are innate and natural tendencies that determine behaviorInstincts William James proposed that humans have instincts such as cleanliness, curiosity, parental love, sociability, and sympathy.

Section 1 Instinct Theory (cont.) However, instincts do not explain behavior; they simply label behavior.

Section 1 Drive-Reduction Theory The thing that motivates us starts with a need that leads to a drive. Need- biological or psychological requirement of an organismNeed Results from a lack of something desirable or useful Ex.- Psychological- Social approval, acceptance Ex.- Physiological/ biological- Oxygen and food to survive Drive- a state of tension produced by a need that motivates an organism toward a goalDrive Ex.- Hunger drives us to eat, fatigue drives us to sleep

Section 1 Drive-Reduction Theory (cont.) Drive-reduction theory states that physiological needs drive an organism to act in either random or habitual ways. Ex.-If a certain behavior reduces a drive, the organism with first try that same response when the drive is experienced again, thus forming a habit Biological needs drive an organism to act, and the organism strives to maintain homeostasis. homeostasis Homeostasis- the tendency of all organisms to correct imbalances and deviations from their normal state

A.A B.B C.C Section 1 Do you think disrupting your homeostasis can be pleasurable? A.Yes B.No C.Not sure

Some activities we engage in increase tension that we experience Disrupting homeostasis can also cause some feeling of pleasure. –Riding a roller coaster, watching a scary movie

Section 1 Clark Hull suggested that all human motives are extensions of basic biological needs. Harry Harlow and others doubted Hull and proved that other factors, such as pleasure, also play a role. Ex.- Scared baby monkeys Drive-Reduction Theory (cont.)

Section 1 Incentive Theory Incentive- an external stimulus, reinforcer, or reward that motivates behaviorIncentive People are motivated to obtain positive incentives and to avoid negative incentives. Incentives pull us to obtain something Drive reduction theory stresses the internal stress, incentive theory stresses the role of the environment

Section 1 Cognitive Theory Cognitive psychologists seek to explain motivation by looking at forces inside and outside of us that energize us to move. According to them, we act in particular ways at particular times as a result of extrinsic and intrinsic motivations.

Section 1 Cognitive Theory (cont.) Extrinsic motivation- engaging in activities that either reduce biological needs to help us obtain external incentivesExtrinsic motivation Ex.- You want to excel in school because your parents will buy you a car Intrinsic motivation- engaging in activities because they are personally rewarding or because they fulfill our beliefs and expectationsIntrinsic motivation Ex.- You want to do well in school because it is a personal goal and makes you feel good

Sometimes we engage in an activity because of both types of motivation. Overjustification effect: when people are given more extrinsic motivation than necessary to perform a task, their intrinsic motivation declines.

A.A B.B C.C D.D Section 1 Which theory do you think best explains motivation? A.Instinct theory B.Drive-reduction theory C.Incentive theory D.Cognitive

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A little bit of MOTIVATION!!!!! -59 DAYS OF SCHOOL LEFT!!! -44 DAYS OF HIGH SCHOOL LEFT FOR SENIORS!!! -Keep up the good work, we can do it!

12.1- Quick Review Psychology is the study of the relationship between our brain and our behavior. Motivation?…well, what motivates us to do anything or to engage an any particular behavior? 4 Theories of Motivation Instinct- Humans are driven by many instincts. Instincts are innate and natural. Maintain homeostasis Drive- Reduction- We have needs (biological and psychological) which leads to a drive, which we act on. Incentive- An external stimulus or motivator pulls us to obtain something Cognitive- Forces inside and outside of us that motivate us. Extrinsic and Intrinsic motivators

Today’s Objectives Define the four theories of motivation and give examples of each Connect all four theories of motivation to real life situations Analyze and hypothesize society’s affect on motivation and emotion

Journal #2 What motivates people to be competitive? How does society view competitiveness? Based on the theories we learned yesterday, which one (s) could competition fall under and why? Why is competition acceptable in some areas and not in others?

Small Groups Group Leader- Retrieve materials- Poster paper, magazines, scissors, glue. Return materials to turn in box when bell rings. *Alivia*Morgan PaytonBrandon CatieKylie James *Lucky*Lane NathanChristina MacChristian Catherine *Bethany S*Jackson QuestTroy BrentEmily *Kiegan*Margaux AlexZach KennyWes

Small Group Activity Our society certainly has an impact on the way we act and behave. Today, you are going to find and interpret just how great this impact is, or is not. Based on what we have learned about and discussed in class the past two days, you will work with your group to find examples of each of the four theories of motivation, shown in print advertisements. 25 points- GROUP POSTER- 10 points YOUR PAPER (with description and explanation)- 10 points EXIT ticket- 5 points

Small Group Project YOUR PAPER On YOUR paper- Briefly describe the two examples you and your group members have found and explain why they exemplify that theory. GROUP POSTER On your GROUP’S poster- cut out and glue the two examples of each theory in the appropriate boxes. #1 Describe and explain BOTH examples #2Describe and explain BOTH examples #3 Describe and explain BOTH examples #4 Describe and explain BOTH examples #! Pictures of TWO examples #2 Pictures of TWO examples #3 Pictures of TWO examples #4 Pictures of TWO examples

EXIT TICKET Based on what we have learned about motivation, do you believe that we are more motivated by needs, or by societal influenced? EXPLAIN in a minimum of three sentences.

Section 1-End

Section 2-Key Terms Vocabulary lateral hypothalamus (LH) ventromedial hypothalamus (VMH) fundamental needs psychological needs self-actualization needs

Section 2-Objectives Objectives Describe the biological and social needs of humans. Explain Maslow’s hierarchy of needs.

A.A B.B C.C Section 2-Polling Question Do you think it is important to be successful in school? A.Yes B.No C.Not sure

Section 2 Biological Motives Some behavior is determined by the internal, or physiological, state of the organism. Biological needs are necessary for survival –The nervous system is constructed in such a way that dramatic variations in blood sugar, water, oxygen, salt, or essential vitamins lead to changes in behavior designed to return the body to a condition of chemical balance, or homeostasis. Some Biological and Social Needs

Figure 1 Some Biological and Social Needs Whereas biological needs are physiological requirements critical to our survival, we acquire social needs through experience and learning.

Section 2 Biological Motives (cont.) Several of the drives that motivate behavior are homeostatic, such as hunger. –Your body requires food to grow, repair itself, and to store reserves.

Section 2 Biological Motives (cont.) The hypothalamus interprets at least three kinds of information: –The amount of glucose entering the cells of your body. –Your set-point (calories/ weight) –Your body temperature.

Section 2 Biological Motives (cont.) Lateral hypothalamus (LH)- Produces hunger signalsLateral hypothalamus (LH) Ventromedial hypothalamus (VMH)- Causes us to stop eatingVentromedial hypothalamus (VMH) The glucostatic theory—the hypothalamus monitors the amount of glucose, or ready energy, available in the blood. Set-point—the weight around which your day-to-day weight tends to fluctuate.

Section 2 Biological Motives (cont.) Other factors tied to hunger: –Psychosocial hunger factors—external cues that can affect eating, such as where, when, and what we eat. Obesity—a genetic component may predispose some people to obesity. Studies have shown that people who are obese, eat because of external factors, while people who are normal weight eat because of internal cues Percentage of Overweight Americans

Figure 2 Percentage of Overweight Americans Overweight people face increased risk for heart disease, stroke, high blood pressure, clogged arteries, adult onset diabetes, and early death.

Section 2 Stanley Schachter and his colleagues conducted studies to prove that overweight people respond to external cues, while normal-weight people respond to internal cures. Biological Motives (not in notes)

A.A B.B C.C D.D Section 2 Do you feel that you only eat when you are hungry, or that you are also affected by external cues? A.Internal cues B.External cues C.Both A and B D.None of the above

Healthy Eating Promotional Pamphlet Requirements: -Catchy Title -Pictures AND color -Information about biological and psychological motives to eat -Parts of the brain involved in hunger -Negative impacts of over eating -Positive impacts of healthy eating -SPECIFIC facts/ numbers about fast food or junk food

Chicken McNuggets® (20 piece)** 11.4 oz (323 g) 940 Big Breakfast with Hotcakes (Regular Size Biscuit) 14.8 oz (420 g) 1090 Large French Fries 5.4 oz (154 g) 500 Frappe Chocolate Chip (Small)† 12 fl oz Cup 530

12.2- Social Motives

Journal #3 Look at the following pictures. Choose two and write a SHORT story about it. 2. If you were given three puzzles to solve, which would you choose and why?’ 1.- Very easy, you can definitely solve it 2.-More difficult, you can solve but must put forth a great deal of effort 3. Very difficult, possibly impossible

Section 2 Social Motives Social motives are learned from our interactions with other people. The achievement motive concerns the desire to set challenging goals and to persist in trying to reach those goals despite obstacles, frustrations, and set- backs. The achievement motive is studied a lot because there are quantitative ways to measure it

Section 2 Social Motives (cont.) David McClelland measured achievement motivation using the Thematic Apperception Test (TAT). Subjects are given a series of pictures and are instructed to come up with a story about the picture

–83% of the entrepreneurs scored high in achievement, but only 21% of the nonentrepreneurs scored that high. –People that score high are typically not as sensitive to the arts, or likely to value intimacy in relationships

Section 2 Social Motives (cont.) Other people are motivated by a fear of failure. –People display this fear when they choose easy tasks offering assured success or impossible tasks with no chance of success. –They often find excuses to explain their poor performance.

Section 2 Social Motives (cont.) Some people also have a fear of success. –It is difficult to define success, because it is different for different people –Occurs in both men and women, but more in women

Section 2 Social Motives (cont.) Abraham Maslow believed that all human beings need to feel competent to win approval and recognition, and to sense that they have achieved something. He believed that some needs take precedence over others and that achieving one level of satisfaction releases new needs and motivations. Maslow’s Hierarchy of Needs

Figure 4 Maslow’s Hierarchy of Needs According to Maslow, only after satisfying the lower level of needs is a person free to progress to the ultimate need of self-actualization.

Section 2 Social Motives (cont.) –Physiological needs (a fundamental need)fundamental need –Safety needs (a fundamental need) –Belongingness and love needs (a psychological need)psychological need –Esteem needs (a psychological need) –The need to fulfill one’s potential (a self-actualization need)self-actualization need

A.A B.B C.C D.D Section 2 Achieving goals, feeling competent, and gaining approval and recognition would all under which need in Maslow’s hierarchy? A.Physiological needs B.Safety needs C.Belongingness and love needs D.Esteem needs

Section 2-End

A.A B.B C.C D.D Section 1-Polling Question Which emotion motivates you the most? A.Fear B.Love C.Desire D.Guilt

Section 3-Main Idea Main Idea All emotions consist of three parts—the physical, cognitive, and behavioral aspects. Theories of emotion propose that emotions result from physical changes and/or mental processes.

Journal #4 Think about a time in your life when you experienced something very emotional. Briefly describe it and describe the emotions you felt. What emotion motives or drives you most- Love, anger, fear, or happiness, and WHY?

Section 3-Key Terms Vocabulary emotion

Section 3-Objectives Objectives Give examples of the physiological theories of emotion. Explain the cognitive theorists’ approach to the study of emotion.

A.A B.B C.C D.D Section 3-Polling Question Do you consider yourself to be an emotional person? A.Very much so B.Somewhat C.Not very much so D.Not at all

Section 3 Emotions We use the words drive or motivation to emphasize the needs, desires, and mental calculations that lead to goal-directed behavior. We use the words emotion or affect to stress the feelings associated with these decisions and activities.

Section 3 Emotions (cont.) Emotional intelligence is the ability to perceive, imagine, and understand emotions and to use that information in decision making.

Section 3 Expressing Emotions Emotion-A set of complex reactions to stimuli involving subjective feelings, physiological arousal, and observable behaviorEmotion The Range of Emotions

Figure 5 The Range of Emotions Emotions are subjective feelings, so psychologists cannot agree on how many emotions exist or the exact impact of a specific emotion.

Section 3 Expressing Emotions (cont.) Emotions result from four occurrences: –You must interpret some stimulus. –You have a subjective feeling, such as fear or happiness. –You experience physiological responses, such as an increased heart rate. –You display observable behavior, such as smiling or crying.

Section 3 All emotions have three parts: –The physical—how the emotion affects the physical arousal of an individual. –The behavioral—outward expression of the emotion, such as body language, hand gestures, and tone of voice. –The cognitive—how we think about or interpret a situation, which affects our emotions. Expressing Emotions (cont.) Paul Ekman

Section 3 Numerous studies have shown that certain basic facial expressions are innate—or part of our biological inheritance. Learning is also an important factor in emotional expression. Some psychologists believe that many of our everyday emotional reactions are the result of social expectations and consequences. Expressing Emotions (cont.) Threatening Elements

Figure 6 Threatening Elements When people from various cultures were asked to identify the threatening shapes in each pair, they consistently selected the triangular and diagonal elements.

Section 3 Theories of emotions: –The James-Lange Theory –Facial Feedback Theory –The Cannon-Bard Theory –The Schachter-Singer Experiment –Opponent-Process Theory Expressing Emotions (cont.) Theories of EmotionFear and Relief

James-Lange Theory- –Emotions are the perception of certain internal bodily changes Experience  bodily change  emotion  behavior Facial Feedback Theory- Brain interprets feedback from the movement of your facial muscles as different emotions Experience  muscles in face form expression  brain interprets movement  emotion  behavior

Cannon Bard Theory- –Experiences activate the thalamus/ hypothalamus –Experience  hypothalamus activated  messages sent to cortex and other sensory organs  emotion  behavior Schachter-Singer Experiment- Internal components of emotion affect a person differently, depending on his or her perception of social situation Experience  physiological arousal  interpretation of environmental cues  emotion  behavior

A.A B.B C.C D.D Section 3 In which theory does your experience activate the hypothalamus first? A.James-Lang B.Facial Feedback C.Cannon-Bard D.Schachter-Singer

Section 3-End

Figure 7 Theories of Emotion These theories of emotion differ depending on the relationship of physiological change and cognitive interpretation of emotion.

Figure 8 Fear and Relief According to the opponent-process theory, when the stimulus for one emotion is removed, you feel the opposite emotion.

Profile Paul Ekman 1934– “The face is the primary site for the display of emotions. Together with the voice, it may tell the listener how the speaker feels about what is being said...”

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