1. DO NOW: Take out your “Nuclear War” activity. Answer the following on your DO NOW sheet: Briefly describe Maslow’s Hierarchy of Needs IN YOUR OWN WORDS.

3. DO NOW: Answer the following on your DO NOW sheet: Briefly describe the three other models of motivation in YOUR OWN WORDS (besides Maslow’s hierarchy of needs).

4. Types of Motivation AP Psychology Ms. Desgrosellier 4.13.2010

5. HUNGER

6. The Physiology of Hunger Objective: SWBAT describe the physiological determinants of hunger.

7. The Physiology of Hunger Stomach contractions are one physical sign of hunger. Stomach contractions are one physical sign of hunger. However, even people without stomachs can feel hungry.

8. Body Chemistry and the Brain glucose: the form of sugar that circulates in the blood and provides the major source of energy for body tissues. When its level is low, we feel hunger. insulin: the hormone that lowers blood glucose.

9. Body Chemistry and the Brain Your brain monitors your blood chemistry unconsciously. Signals from your stomach, intestines, and liver all signal your brain to motivate eating or not. The hypothalamus is the part of your brain that controls hunger.

10. Body Chemistry and the Brain

11. set point: the point at which an individual’s “weight thermostat” is supposedly set. When the body falls below this weight, an increase and hunger and a lowed metabolic rate may act to restore the lost weight.

12. Body Chemistry and the Brain basal metabolic rate: the body’s resting rate of spending energy to maintain basic body functions.

13. Body Chemistry and the Brain Some researchers have noted that your set point can change with slow, steady changes to weight. It may not be biologically fixed, but rather it settles based on a person’s caloric intake and expenditure (mix of nature and nurture).

14. The Psychology of Hunger Objective: SWBAT discuss psychological and cultural influences on hunger.

15. The Psychology of Hunger Part of knowing when to eat is our memory of our last meal.

16. Taste Preference: Biology or Culture? Body chemistry and environmental factors together influence when we feel hungry and what we feel hungry for. Preferences for sweet and salty tastes are genetic and universal. Other taste preferences are conditioned, like learning an aversion to food after getting food poisoning.

17. Taste Preference: Biology or Culture? Culture affects taste. e.g. other cultures enjoy foods that you would never want to eat (e.g. whale blubber in Alaska or roasted ants in Peru). Hindus would be horrified to eat beef as they are seen as sacred symbols.

18. Taste Preference: Biology or Culture? Pregnancy-related nausea causes food aversions around week 10, when the embryo is most vulnerable to toxins.

19. Eating Disorders Objective: SWBAT explain how the eating disorders anorexia nervosa and bulimia nervosa demonstrate the influence of psychological forces on physiologically motivated behavior

20. Eating Disorders anorexia nervosa: an eating disorder in which a normal-weight person diets and becomes significantly (15% or more) underweight, yet, still feeling fat, continues to starve. Most commonly seen in adolescent girls, but is also noticeable in male athletes. Besides not eating (or eating very little), anorexics usually use excessive exercise, vomiting, and/or laxatives to lose weight.

21. Eating Disorders bulimia nervosa: an eating disorder characterized by episodes of overeating (bingeing), usually of high-calorie food, followed by vomiting, laxative use, fasting, or excessive exercise. Most common in women in their late teens or early twenties.

22. Eating Disorders About half of those with anorexia also display the binge-purge-depression symptoms of bulimia. Eating disorders are caused by a variety and combination of factors, including genetics, and more importantly, poor body image, cultural pressures, low self- esteem, and negative emotions, all interacting with stressful life experiences.

23. SEXUAL MOTIVATION & THE NEED TO BELONG

24. The Physiology of Sex Objective: SWBAT describe the human sexual response cycle, and discuss some causes of sexual disorders.

25. The Physiology of Sex Sex is not necessary for life, but it is necessary for the survival of your species. sexual response cycle: the four stages of sexual responding described by Masters and Johnson – excitement, plateau, orgasm, and resolution.

26. The Physiology of Sex Sex is not necessary for life, but it is necessary for the survival of your species. sexual response cycle: the four stages of sexual responding described by Masters and Johnson – excitement, plateau, orgasm, and resolution. refractory period: a resting period after orgasm, during which a man cannot achieve another orgasm.

27. The Physiology of Sex sexual disorder: a problem that consistently impairs sexual arousal or functioning. These can be caused by problems in the emotional relationship with the sexual partner. They can be helped by behavior-oriented therapy, and/or drugs.

28. Hormones and Sexual Behavior Objective: SWBAT discuss the impact of hormones on sexual motivation and behavior.

29. Hormones and Sexual Behavior estrogen: a sex hormone, secreted in greater amounts by females than by males. In nonhuman female mammals, estrogen levels peak during ovulation, promoting sexual receptivity.

30. Hormones and Sexual Behavior testosterone: the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

31. Hormones and Sexual Behavior Biology is a necessary, but not sufficient explanation of human sexual behavior. Hormonal fuel is essential, but so are psychological stimuli.

32. The Psychology of Sex Objective: SWBAT describe the role of external stimuli and fantasies in sexual motivation and behavior.

33. The Psychology of Sex Sex motivation depends on internal physiological factors, external and imagined stimuli, and cultural experiences (so does hunger).

34. External Stimuli Men and women both become aroused when they see, hear, or read erotic material. Sexually explicit material can also have negative effects. e.g. Male willingness to hurt women increases after watching material in which a woman is successfully coerced into having sex.

35. External Stimuli Sexually explicit material can also have negative effects. e.g. men usually find their girlfriends and wives less attractive. e.g. people’s satisfaction with their own sexual partners decreases.

36. Adolescent Sexuality Objective: SWBAT discuss some of the forces that influence teen pregnancy and teen attitudes toward contraception.

37. Adolescent Sexuality Among American women born before 1900, only 3% had premarital sex before the age of 18. Today, about 50% of 9 th to 12 th graders report having had sex.

38. Adolescent Sexuality Teen intercourse rates are higher in Western Europe, but much lower in Arab and Asian countries. This has led to an increase in Western teen pregnancy and sexually transmitted infections.

39. Teen Pregnancy Compared to European teens, Americans have lower rates of intercourse, but also lower rates of contraceptive use, and therefore higher rates of teen pregnancy and abortion. Most teens overestimate their peers’ sexual activity and have mistaken ideas about birth control.

40. Teen Pregnancy Guilt related to sexual activity may reduce preparedness for sex (e.g. contraceptives). Many teenagers are uncomfortable talking about sex with parents, partners, and peers, and therefore are not getting important information. Sexually active teens are typically alcohol- using teens, and those who use alcohol prior to sex are less likely to use condoms.

41. Teen Pregnancy Mass media norms of unprotected promiscuity influence teens. On average, during one hour of primetime TV, you will see 15 sexual acts, words, and innuendos. There is little to no talk or use of contraceptives on TV or in movies.