1. Motivation and Emotion

2. Bell Activity 4/29/2013 Learning Targets: At the end of class, you will be able to- -Discuss the importance of non- verbal communication -List and describe the four theories of motivation -Apply knowledge of the four theories of motivation. Thinking back to the Boston Marathon tragedy… 1.) First of all, What motivates someone to run a marathon? 2.) What motivates someone to plan and execute such a horrible event? 3.) What motivates some people to immediately start helping people instead of getting away from the area? 4.) What motivational factors drive you to make the choices you make in life?

3. Bell Activity 4/30/2013 Learning Targets: At the end of class, you will be able to- -List and describe the four motivational theories -Apply the four motivational theories 1.) What are the four theories of motivation? 2.) Who developed the Drive- Reduction Theory? 3.) Which theory suggested we are motivated by rewards? 4.) Work on chapter 12 vocabulary (there are only 16 words!)

4. Motivation Includes the various psychological and physiological factors that cause us to act a certain way at a certain time. Motivation is unobservable, it is inferred Humans want to survive and want to create homeostasis (body craves salt if it is not producing enough of its own). Several drives that motivate behavior are homeostatic ex. Hunger.

5. Four Theories Instinct Theory Drive-Reduction Theory Incentive Theory Cognitive Theory

6. Instinct Theory (sometimes called Fixed- Action Patterns) William McDougal Humans are motivated by natural or inherited tendencies to make a specific response to certain environmental stimuli without involving reason (salmon swimming upstream) William James proposed that humans have instincts such as cleanliness, curiosity, parental love, sociability and sympathy Critique: Instincts do not explain behavior, they only label behavior.

7. Drive-Reduction Theory Developed by Clark Hull (1943) Humans are driven by needs (biological or psychological requirement) Needs produce drive; Ex: hunger drives us to eat, fatigue drives us to rest If a behavior produces a drive, the organism will begin to acquire a habit, (organism will try the same response), needs drive us to act in either habitual or random ways, drive continues until the needs are satisfied and we return to a preset optimal state.

8. Drive Reduction Theory (continued) Arguments Against the Theory Harlow’s monkeys chose the cloth mother instead of the nurturing mother Humans also seek pleasurable experiences (hugs, “pats” on the back,etc) that are not needs.

9. Incentive Theory Stresses the role of environment in motivating behavior. Suggests that we seek incentives (rewards, goals, reinforcers) People motivated to obtain positive incentives and avoid negative incentives

10. Cognitive Theory We act as we do as a result of intrinsic and extrinsic motivations Intrinsic: Activities that are personally rewarding (exercise because we want to be healthier) Extrinsic: Responding to external rewards (exercise because we need to get approval from friends) Overjustification effect: when people are given more extrinsic motivation than necessary, the intrinsic motivation declines

11. Advertisement Assignment For each advertisement that you printed or copied, you need to explain which of the four motivational theories are being used in the advertisement Be sure to include a detailed explanation of how the theory is being used.

12. Bell Activity 5/1/2013 Learning Targets: At the end of class, you will be able to- -Apply the four motivational theories -Describe biological and social motivators -Explain Maslow’s hierarchy of needs. 1.) What is the body’s tendency to correct imbalances called? 2.) Which theory of explains your motivation to attend school. 3.) How are incentives different from drives? 4.) What has lead to the obesity epidemic in the United States?

13. I-Pad Assignment Go to Mr. P’s wiki page: http://spetersopsych.wikispaces.com/ http://spetersopsych.wikispaces.com/ Click on the link for unit 9 Click on the link for the Thematic Apperception Test One you are finished with the test, go to the edmodo page and summarize your results (that means in your own words!) and give a reaction to your score.

14. Biological Motives Biological needs are critical to our survival and well-being Variations in levels of blood sugar, water, oxygen, salt, or essential vitamins can cause changes in behavior designed to return the body to its normal state.

15. Biological Motives (continued) Hunger: What motivates you to seek food? Lateral Hypothalamus: produces hunger signals in brain; more active in cold temperatures Ventromedial Hypothalumus: Produces signals in the brain that tell us to stop eating; more active in warmer temperatures Levels of glucose also monitored by hypothalamus Set-Point: weight at which your body tends to fluctuate

16. Bell Activity 5/2/2013 Learning Targets: At the end of class, you will be able to- -List biological and social motives -Explain the importance of Maslow’s Hierarchy 1.) Explain the “Overjustification Effect” 2.) What is the job of the Lateral Hypothalamus? 3.) What is the set-point weight? 4.) Things like seatbelts, airbags, helmets, etc actually lead to more reckless behavior instead of decreasing the risks. Agree/Disagree? Explain. Chapter 12 Vocabulary Due tomorrow! Chapter 12 Test on Monday

17. Case Study Read the case study on page 318 and answer the three questions at the end.

18. Biological Motives (continued) Psychosocial factors of hunger Presentation of food Social eating/not eating Being bored or stressed can cause us to eat Can lead to eating disorders

19. Biological Motives (continued) Obesity Using body mass index (BMI), 65% of Americans are overweight and 31% are Obese

20. Biological Motives (continued) Obesity Stanley Schachter (1997) conducted studies that showed obese people eat due to external cues, “normal weight” people guided by internal cues

21. Social Motives Social motives are learned from our interactions with others.

22. Social Motives Founding father of achievement motivation research is David McClelland. Created the Thematic Apperception Test (TAT)

23. Social Motives (Continued) How the TAT test works: 1. Subjects tell stories about pictures. 2. The stories will tell about the beliefs, motives & attitudes of the test taker. 3. Examiners look for codes in the stories.

24. Social Motives (Continued) Trained coders agree about 90% People that scored high and low were compared in a variety of situations. McClelland found that 11 years after graduation 83% of the entreprenuers scored high in achievement and only 21% of non-entreprenuers scored high. **High achievers normally associate with experts who will help them achieve rather than friendly people.

25. Social Motives (Continued) Fear of Failure Theory: Some people might be motivated by a fear of failure. Differs from achievement theory b/c people choose easy tasks offering assured success or the very hard task (which they can then blame failure on the difficulty of the task)

26. Social Motives (Continued) People with fear of failure often blame others and find excuses for their failures. They do this in order to maintain a good self- image.

27. Social Motives (Continued) Fear of Success Theory: Based on the gender statement in which 90% of men wrote success stories but more than 65% of women predicted failure for a female counterpart. Horner identified the FOS. theory in which people may avoid success because they don’t want to seem odd or different.

28. Social Motives (Continued) Horner discovered that brighter women exhibited a stronger fear of success than women who were only slightly above average (his tests took place in the 1960’s) This fear has since been found in men (45%) and women (49%)

29. Social Motives (Continued) Expectancy Value Theory: J.W. Atkinson Expectancy is your estimated likelihood of success; value is what the goal is worth to you.

30. Social Motives (Continued) Competency Value Theory: To prove and improve our competency we choose moderately difficult tasks where both successes and failures may be instructive.

31. Bell Activity 5/3/2013 Learning Targets: At the end of class, you will be able to- -Apply the motivation theories -Describe the importance of Maslow’s hierarchy -Discuss different theories of emotion 1.) Think about your favorite classes: Describe the atmosphere of those classes and the attitude of the teacher. 2.) Explain the Fear of Success theory. 3.) How can you tell if someone is lying? 4.) What are emoticons and why are they important for electronic communication? Test Moved to Tuesday. You are welcome!!!

32. Maslow’s Hierarchy Maslow’s Hierarchy of Needs Maslow believed that all humans need to feel competent, win approval and recognition and to sense that they have achieved success.

33. Maslow’s Hierarchy 1 st Stage: Fundamental Needs: Biological needs that must be satisfied. Ex: Hunger, thirst, safety 2 nd Stage: Psychological esteem needs: includes the need to belong & receive love and urge to acquire esteem through competence and achievement.

34. Maslow’s Hierarchy 3 rd Stage: Self-Actualization needs: need to reach ones potential; pursuit of knowledge & beauty, success in career. *Few people attain this level, satisfaction of the 1 st two levels must be met first. Maslow Video Psychology101 Maslow’s Hierarchy

35. Maslow Question Prove this statement: “Teachers MUST consider Maslow’s Hierarchy when dealing with students on a daily basis.”

36. Emotions Emotions are a set of complex reactions to stimuli involving subjective feelings, physiological arousal and observable behaviors Motivation is the needs and desires that lead to goal-directed behavior Emotions are the feelings associated with decisions and activities in life. Motivations and emotions work together Ex: Doing something because you are angry

37. Emotions All emotions have three parts: Behavioral: The outward expression of the emotion; hand gestures, tone of voice, body language Physical: How the emotion effects the physical arousal of an individual Cognitive: How we think about or interpret the situation

38. Bell Activity 5/6/2013 Learning Targets: At the end of class, you will be able to- -Explain theories of emotion -Apply the theories of motivation -Review terms and concepts for Unit 9 1. What is the top level of Maslow’s Hierarchy called? 2. What are the two physiological theories of emotion? The two cognitive theories? 3. Which theory describes emotions as a homeostatic system? 4. Which theory describes emotions as a simultaneous arousal and experience message being sent from the brain? Test tomorrow!

39. Physiological Theories of Emotions James-Lange Theory Emotions are the perception of certain internal bodily changes Our emotions are a result of bodily changes Ex: We are afraid because we tremble Critics: Leaves out the cognitive effects Cannon-Bard Theory The brain sends two messages (arousal and experience of emotion) Simultaneous burst of activity from the brain One does not cause the other Critics: Thalamus is not involved in emotions, hypothalamus is.

40. Cognitive Theories of Emotions Schacter-Singer Experiments Perception and arousal interact to create emotions When people can not explain their physical reactions, they take cues from the environment Critics: Environmental cues are not the only thing used to interpret emotions Opponent-Process Theory These two systems act in concert to regulate and manipulate our emotions The removal of one stimulus that excites one reaction, causes a swing to the opposite reaction