1. Thinking About Psychology The Science of Mind and Behavior 3e
Charles T. Blair-Broeker & Randal M. Ernst
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2012

2. Individual Variation Domain

3. Motivation and Emotion

4. Module 26
Motivation

5. Module Overview Historical Explanations Biological Explanations
Cognitive Explanations
Clinical Explanations
Hunger: A Closer Look
Click on the any of the above hyperlinks to go to that section in the presentation.

6. Motivation
A need or desire that energizes and directs behavior toward a goal.

7. Historical Explanations
Module 26: Motivation

8. Historical Explanations: Instincts
Module 26: Motivation

9. Instinct
A complex, inherited, behavior that is rigidly patterned throughout a species.
William James listed 37 instincts.
Difficulty using instincts to both label and explain behaviors

10. Historical Explanations: Drives
Module 26: Motivation

11. Drives Aroused tension states created by imbalances
Prompt an organism to restore the balance, typically reducing the drive
Part of drive-reduction theory

12. Drive-Reduction Theory
The idea that a physiological need creates a state of tension state (a drive) that motivates an organism to satisfy the need.
Eating and drinking are examples of drive-reducing behaviors.

13. Drive-Reduction Theory

14. Drive-Reduction Theory

15. Drive-Reduction Theory

16. Biological Explanations
Module 26: Motivation

17. Biological Explanations: Arousal Theories
Module 26: Motivation

18. Arousal
Levels of alertness and responsiveness

19. Yerkes-Dodson Law
The theory that a degree of psychological arousal helps performance, but only to a point.
Optimum level of arousal depends on the difficulty of the task.
Each person has an optimum level of stimulation they like to maintain.

20. Yerkes-Dodson Law

21. Biological Explanations: Homeostasis
Module 26: Motivation

22. Homeostasis
A tendency to maintain a balanced or constant internal state.
The regulation of any aspect of body chemistry, such as blood glucose, around a particular level
Any change in levels, up or down, results in being motivated to bring the level back to normal.

23. Homeostatic Regulation

24. Homeostatic Regulation

25. Homeostatic Regulation

26. Homeostatic Regulation

27. Homeostatic Regulation

28. Homeostatic Regulation

29. Homeostatic Regulation

30. Homeostatic Regulation

31. Homeostatic Regulation

32. Cognitive Explanations
Module 26: Motivation

33. Extrinsic Motivation
A desire to perform a behavior because of promised rewards or threats of punishment.

34. Intrinsic Motivation
A desire to perform a behavior for its own sake and to be effective.

35. Clinical Explanations
Module 26: Motivation

36. Clinical Explanations: Hierarchy of Needs
Module 26: Motivation

37. Abraham Maslow ( )
Humanistic psychologist who proposed the hierarchy of needs, with self-actualization as one of the ultimate psychological needs.

38. Hierarchy of Needs
Maslow’s pyramid of human needs, beginning at the base with physiological needs that must be satisfied before higher-level safety needs and then physiological needs become active.
Continually higher-level needs won’t become active until lower-level needs have been satisfied.

39. Self-Actualization
According to Maslow, an ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved;
the motivation to realize our full and unique potential.

40. Maslow’s Hierarchy of Needs

41. Maslow’s Hierarchy of Needs

42. Maslow’s Hierarchy of Needs

43. Maslow’s Hierarchy of Needs

44. Maslow’s Hierarchy of Needs

45. Clinical Explanations: Achievement Motivation
Module 26: Motivation

46. Henry Murray ( )
Neo-Freudian who first established the concept of achievement motivation and developed important personality testing tools.

47. Achievement Motivation
A desire for significant accomplishment;
for the mastery of things, people, or ideas; and
for attaining a high standard.

48. McClelland’s Studies
Studied achievement motivation using the Thematic Apperception Test (TAT).

49. Hunger: A Closer Look
Module 26: Motivation

50. Hunger: A Closer Look: Physiology of Hunger
Module 26: Motivation

51. Glucose Form of sugar which circulates through the body
One feels hunger when the levels become low.

52. Insulin
Hormone which allows the body to use glucose for energy or fat production
As insulin levels increase, glucose levels decrease.

53. Leptin Protein produced by bloated fat cells
Send a message to “stop eating”

54. Orexin Hunger-triggering hormone Produced by the hypothalamus
As glucose levels drop, orexin levels increase and person feels hungry

55. Hypothalamus
Regulates appetite
Monitors leptin levels

56. Set Point
The point at which an individual’s “weight thermostat” is supposedly set;
when the body falls below this weight, an increased hunger and a lowered metabolic rate may act to restore the lost weight.

57. Basal Metabolic Rate (BMR)
The body’s resting rate at which we burn calories for energy.

58. Hunger: A Closer Look: Environment and Hunger
Module 26: Motivation

59. External Incentives
Include the sight, sound, and smell of food

60. Cultural Influences on Eating
Cultural views on obesity can vary
Culture influences the foods we like and dislike.

61. Hunger: A Closer Look: Eating Disorders
Module 26: Motivation

62. Anorexia Nervosa
An eating disorder in which normal-weight people (usually in adolescent females) have a distorted self-perception of being “fat,” put themselves of self-starvation regimens, and become dangerously underweight (15 percent or more below normal).

63. Anorexia Nervosa Anorexics put themselves on self-starvation regimens
May become dangerously underweight (15% of more below normal)

64. Bulimia Nervosa
An eating disorder characterized by episodes of overeating –
usually of high-calorie foods -
followed by vomiting, use of laxatives, fasting, or excessive exercise.

65. The End

66. Teacher Information Types of Files Animation
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Animation
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Adding slides to this presentation
Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

67. Teacher Information Domain Coding Key Terms and Definitions in Red
Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.
Scientific Inquiry Domain
Biopsychology Domain
Development and Learning Domain
Social Context Domain
Cognition Domain
Individual Variation Domain
Applications of Psychological Science Domain
Key Terms and Definitions in Red
To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

68. Teacher Information
Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
By presenting information in small chunks, students will find it easier to process and remember the concepts.
By continually changing slides, students will stay interested in the presentation.
To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
Please feel free to contact me at with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Germantown High School
Germantown, WI 53022

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