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Description
Flashcards by Elena Oliva, updated more than 1 year ago
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Created by Elena Oliva
over 4 years ago
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| Question | Answer |
| Emotions | Def ~ positive or negative feeling states Consists of: cognitive, physiological & behavioural reaction patterns |
| Arousal System | Signal importance & help direct our attention |
| What do negative emotions do? | Narrow attention = increase physiological activation ex. fear & anger |
| What do positive emotions do? | Help form lasting relationships; broaden thinking = exploration & skill learning |
| 4 Features of Emotions | 1. Eliciting stimuli response 2. Cognitive appraisal of stimuli 3. Body responds physiologically to appraisal 4. Behavioural tendencies including expressive behaviour |
| Hypothalamus function | Regulates basic biological needs Ex. hunger, thirst, temperature control |
| Amygdala function | Controls physiological & behavioural component of emotional responses Ex. Fear & Anger |
| Hippocampus function | Limbic system structure involved in learning & memory; Destruction or stimulation of limbic structures = aggression |
| Cerebral Cortex function | Allowing cognitive appraisals of emotions; prefrontal cortex = ability to regulate emotion |
| Dual Pathway of Emotion (LeDoux) | Thalamus sends sensory input to 2 pathways: 1. Amygdala - emotional & behavioural reaction before cortex responds 2. Cerebral Cortex - conscious interpretation - which explains why people feel emotional without understanding why |
| James-Lange Theory | Perceiving a stimulus causes autonomic arousal + bodily actions that lead to experience of specific emotion Ex. Fearful because we tremble/runaway Event -> Arousal -> Interpretation -> Emotion |
| Cannon-Bard Theory | Physiological reactions did not precede emotions; arousal + the experience of emotion Event -> Arousal -> Emotion |
| Two Factor Theory | Appraisal of arousal then discovering what emotion it is - cognitive labels come into action when we associate arousal to emotion - then emotion is conscious. Event -> Arousal -> Cognitive Label -> Emotion |
| Emotion & Motivation | Emotions and Motivation are linked - react when goals are gratified, threatened, or frustrated; emotional reactions = strong when experience is pertinent to goals that are important to us (Richard Lazarus 2006) |
| Motivation | Process that influences direction, persistence, & vigour of goal-directed behaviour |
| Extrinsic Motivation | Performing activity to obtain external reward or avoid punishment |
| Intrinsic Motivation | Performing activity for own sake; (joy or fulfillment) |
| Adaptive Significance | Motivated to engage in behaviours that promote survival advantages |
| Homeostasis | Internal physiological equilibrium that the body strives to maintain; requires sensory mechanism, response system, & control centre |
| Drive Theory | Physiological disruptions to homeostasis = drive production; "pushes" organism into action |
| Incentives | Stimuli that "pulls" organism toward goal |
| Expectancy x Value Theory | Motivation = Expectancy x Incentive value; Behaviour determined by: 1) strength of expectation that behaviour = goal ; and 2) incentive value that person places on goal |
| Psychodynamic Perspective | Unconscious motives affect behaviour; Frued emphasized sexual & aggressive motives - Many theorists criticized, however, contributed to self-esteem & social belonging |
| Humanistic Perspective | As needs are met = progress to full potential |
| What needs must be fulfilled first before going forward? | Deficiency Needs |
| What needs come second before self-actualization? | Growth Needs |
| What are Deficiency needs? | Foundation of need hierarchy |
| Order of Need Hierarchy ( Bottom to Top) | 1. Physiological Needs 2. Safety Needs 3. Belongingness & Love 4. Esteem Needs 5. Cognitive Needs 6. Aesthetic Needs 7. Self-Actualization (GOAL) |
| Achievement Goal Theory | Focuses on the manner in which success is defined both by the individual and within the achievement situation itself |
| Mastery Orientation | 'intrinsic motivation' - desire to master tasks and learn from it |
| Performance Orientation | Desire to be judged favourably compared to others; with little effort to be done as possible |
| Approach-Approach Confict | Deciding between two attractive goals ; when one goal is approached, desirability increases and dominates Ex. Pizza vs. Hamburger |
| Avoidance-Avoidance Conflict | Two goals - both which are negative Ex. Person that does not life veggies - must choose between Broccoli or Beans |
| Approach-Avoidance Conflict | Being repelled & attracted by same goal; most difficult to solve Ex. I love candy but do not want a cavity |
| Defensive Avoidance | Procrastination and avoidance of decision Ex. Studying |
| Delay Disocunting | Consequences are in future; further away in time = greater decrease in value |
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