2. Think about some past goal or aim you pushed yourself to achieve. What was the goal? Why was it important to achieve that goal? Did you have to give anything up to work toward achieving that goal? How did you feel when you achieved the goal or failed to achieve it?

3. WHAT IS A MOTIVE? A Motive

4. _________________________ _______________________ _______________________: A _________ is a condition in which we require something we lack. Our _______________ needs include oxygen, food, sleep. _________________ needs include achievement, self- esteem, a sense of belonging, approval

5. OUR BIOLOGICAL AND PSYCHOLOGICAL NEEDS ARE DIFFERENT: 1. Psychological needs _____________________ _____________________. 2. _____________________ _____________________ _____________________ and other people—in other words, “I really need that new top. It’s what everyone is wearing this fall.”

6. FOUR THEORIES OF WHY WE ARE MOTIVATED: 1. 2. 3. 4.

7. ________________________: ______________: behavior patterns genetically transmitted from generation to generation. Psychologists formerly thought our instincts make us act to survive But people behave in too many different ways for us to say it’s just instinct that motivates us.

8. ________________________________: A ______________, such as hunger, causes us tension We then have a ______________ (force that makes us take action) to reduce the tension. Ex. Need for food gives rise to the hunger drive Ex. Need to fit in drives us buy the latest style clothes We want to get to an internal state of equilibrium, called ________________________.

9. ______________________ People are motivated by the conscious desire for personal growth and artistic fulfillment—not just for survival or to reduce tension Ex. are artists, musicians, writers, politicians

10. ________________________: Claimed people are motivated to be self- actualized (to have a meaningful, fulfilled life) Introduced a Hierarchy of Needs You must satisfy your needs at each level before you can move up Is everyone motivated this way? Critics say no.

11. _________________________ _______________________: Even if basic drives such as hunger are inborn, _______________________ _______________________ _______________________ _______________________. Ex. What foods we eat, how we eat them, how we express affection: Hot dogs or tacos? Kiss or rub noses?

12. Let’s discuss our own HUNGER DRIVES! How do exercise, fatigue, and illness affect your appetite? What kind of food satisfies your hunger? What kinds do not? How do emotional factors, such as stress or sadness, influence your appetite?

13. ____________________________________ Hunger is regulated by biological and psychological factors. 1. BIOLOGICAL FACTORS: It takes time for the body to digest food, send nutrients to the bloodstream, and then provide signals to the brain that the need for food has been satisfied. Therefore, you should stop eating before you are full. The level of sugar in the blood and the part of the brain known as the hypothalamus are key influences on feelings of hunger. The hypothalamus tells us to “start eating” and “stop eating.”

14. The HUNGER Drive 2. PSYCHOLOGICAL FACTORS We usually eat more in the presence of other people than when we are alone. Certain amounts of food/drink produce feelings of well- being and relaxation (food as a coping mechanism) Food as a reward can lead to dietary problems

15. OBESITY Obese means weighing more than 30% greater than one’s recommended body weight. 3 in 10 Americans are obese. 6 in 10 Americans are overweight. Healthful weight control programs do not include fad diets. They involve changes in lifestyle including increasing, nutritional knowledge, decreasing caloric intake, and exercising.

16. OBESITY Like hunger, obesity has biological and psychological factors. Obesity tends to run in families. Is it hereditary? Genes determine the # of fat cells a person has. When you lose weight, fat cells shrink and tell the brain you are hungry. People have different levels of fat & muscles. Since fatty tissue converts food to energy more slowly than muscle does, people with more body fat metabolize food more slowly. The constant tension pressure to diet can actually lead to stress and overeating.

17. SECTION 3 INTRO: Imagine a hypothetical individual whose every physical need has been satisfied. The person is adequately fed, clothed, and sheltered and feels no physical pain. What psychological needs might this person experience? How might these psychological needs motivate this person to behave?

18. PSYCHOLOGICAL NEEDS can motivate us in two opposite ways: 1. To reduce our level of tension or stimulation, or 2. To increase the tension or stimlation we experience.

19. We will study five psychological needs: 1. Stimulus motives-desire for stimulation 2. Exploration and manipulation of our environment 3. Achievement motivation 4. Making things fit –our beliefs, values and actions 5. Affiliation with others in groups

20. STIMULUS MOTIVES include sensory stimulation, activity, exploration, & manipulation Stimulus motives have survival value – the more you know about your environment, the more likely you are to survive Some people need an active lifestyle or are thrill seekers (sensation seekers) Sensory deprivation experiments in the 1950s proved that we all need some level of stimulation or we will become bored, disoriented and unable to concentrate.

21. EXPLORATION AND MANIPULATION: People and animals are motivated to explore their immediate surroundings. After exploring, people seek novel stimulation Many psychologists believe that people and animals explore and manipulate their environment just because it is stimulating, not to meet a food or safety need. DISCUSSION: How might the lack of stimulating objects in an infant or young child’s environment affect their development?

22. ACHIEVEMENT MOTIVATION: Some people are driven to get ahead, to tackle challenges, to take moderate risks, set goals and seek career success Students with high achievement motivation do better on tests than students with the same ability but lower achievement motivation. Adults with high achievement motivation are more likely to be promoted and make higher salaries. People who don’t have the achievement motivation are usually more creative, friendly and relationship- oriented

23. TWO TYPES OF GOALS: 1. Performance goals are specific goals such as college admission or approval of teachers or bosses are usually satisfied by: Extrinsic (external) rewards such as good grades, a good income, respect from others

24. TYPES OF GOALS: 2. Learning goals—that is, to learn or do something for its own sake are usually satisfied by: Intrinsic (internal) rewards such as self-satisfaction (feeling good about yourself) DISCUSSION: Think about your own achievement motivation. Try to distinguish between learning goals and performance goals.

25. MAKING THINGS FIT: We have a need for COGNITIVE CONSTITENCY – a need to make our lives fit together well—to live according to our beliefs and act how others expect us to act. Think/act in the way we think others expect us to Balance Theory – need to organize our thoughts and beliefs to be in harmony and be with others who share the same thoughts/beliefs. To reduce the tension between our beliefs and the way we sometimes behave.

26. AFFILIATION is the desire to join with others and be part of something larger than oneself. This is our motive for making friends, marrying, etc. Affiliation motivation helps families, groups, and nations together Anxiety makes us more likely to affiliate, according to experiments done by psychologists.

27. ROLE-PLAYING ACTIVITY: Divide into small groups of 3. Create a hypothetical situation between parent(s) and child that could affect the child’s achievement motivation. Use one of the parenting styles from Ch. 10: warm, strict, cold, permissive. After acting out your scenario, explain how the parent’s action/reaction to the situation might influence the child’s achievement motivation.

28. JOURNAL ACTIVITY: To what degree do you display your emotions to other people? Which emotion seems to be most predominant in your interactions with other people? What role, if any, does your gender play in the way you display you emotions?

29. An EMOTION is a state of feeling that influences thought and behavior. Emotions have 3 parts: 1. Biological (heart rate, breathing, etc.) 2. Cognitive (our brain interprets what is going on) 3. Behavioral (we laugh, cry, run away, etc.) Most psychologists support Carroll Izard’s view that babies have all emotions present at birth, although some emotions show up later.

30. 2 of the greatest emotions: HAPPINESS People who are happy: -think the world is a happier, safer place -make decisions more readily -report greater satisfaction with life -are more likely to help others ANGER Angry people: -may seem out of control -may seek revenge -are often angered most easily by the people they are closest to -should aim to have controlled reactions to their anger

31. According to research by Psychologist Paul Ekman, all humans use the same facial expressions for these basic emotions: Anger Disgust Fear Happiness Sadness Surprise Dr. Ekman is a consultant for the TV program “Lie to Me”

33. FIVE MAIN THEORIES ABOUT HOW WE EXPERIENCE AN EMOTION: 1. Opponent-Process Theory 2. The Commonsense Approach 3. The James-Lange Theory 4. The Cannon-Bard Theory 5. The Theory of Cognitive Appraisal

34. 1. OPPONENT-PROCESS THEORY: Emotions often come in pairs, with one emotion being followed by its opposite. People are inclined to maintain balance in their emotional lives. Ex. Anxiety over performing replaced by extreme relief or elation when it’s over.

35. 2. THE COMMONSENSE APPROACH: When something happens to you (a stimulus), you interpret the situation and this triggers body sensations and a behavior that signals a feeling or emotion

36. 3. THE JAMES-LANGE THEORY: Emotions FOLLOW, rather than cause, behavioral reactions to situations. (Act first, then react emotionally.) You can change your feelings by changing your behavior Puts little emphasis on cognitive response, values, choice

37. 4. THE CANNON- BARD THEORY: Says that bodily response and emotion occur simultaneously following a stimulus

38. 5. THE THEORY OF COGNITIVE APPRAISAL: We react in physically similar ways regardless of the emotion we are experiencing, so how we label the emotion (our cognitive appraisal) is important

39. In conclusion: People are complex, thinking beings who evaluate information both from their personal situations and from their bodily responses to their situations. Most likely, they process information from both sources to label their emotions and to decide what action to take. No one theory of emotion we have discussed applies to all people in all situations.