PSYC340 Lecture Notes - Lecture 4: Facial Feedback Hypothesis, Thematic Apperception Test, Blood Sugar
9 Jun 2018
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UNIT4 : Motivation and Emotion
Motivation and emotion are important concepts, as they directly relate to many different theories of
cognition and human performance, including, but not limited to, developmental psychology, intelligence
testing, and sports psychology. Weiten and McCann (2013) frame this chapter around five themes.
Define motivation. Compare drive, incentive, and evolutionary approaches to understanding motivation.
(pp. 440-442) Motivation is goal-directed behaviour. Drive theory of motivation suggests .
Distinguish between biological and social motives. Provide examples of motives in each category. (Figure
10.2, p. 442) People all share the same biological motives, but their social motives vary depending on
their experiences. For example, we all need to eat, but not everyone acquires a need for orderliness.
Although people have a limited number of biological motives, they can acquire an unlimited number of
social motives through learning and socialization. Examples of Biological motives- hunger, thirst, sex,
temperature, sleep and rest, activity, aggression. Examples of Social motives- achievement,
affiliation(social bonds) autonomy (need for independence) Nurture, dominance, order, play motives.
Summarize the evidence regarding the role of biological factors in the regulation of hunger. (pp. 443-
444)
This realization led to more complex theories of hunger that focus on (1) the role of the brain,
(2) blood sugar level, and (3) hormones.Research with laboratory animals eventually suggested that the
experience of hunger is controlled in the brain—specifically, in two centers in the hypothalamus. As we
have noted before, the hypothalamus is a tiny structure involved in the regulation of a variety of
biological needs related to survival. A variety of hormones circulating in the bloodstream also appear to
contribute to the regulation of hunger. Insulin is a hormone secreted by the pancreas. It must be
present for cells to extract glucose from the blood. Indeed, an inadequate supply of insulin is what
causes diabetes. Insulin levels increase when people eat. Moreover, insulin levels appear to be sensitive
to fluctuations in the body's fat stores (Schwartz et al., 2000). These findings suggest that insulin
secretions play a role in the fluctuation of hunger.
Summarize the evidence regarding the role of environmental factors in the regulation of hunger. (pp.
445-446) Hunger clearly is a biological need, but eating is not regulated by biological factors alone.
Studies show that social and environmental factors govern eating to a considerable extent. Three key
environmental factors are (1) the availability and palatability of food, (2) learned preferences and habits,
and (3) stress.
Define obesity. Describe the factors identified in Weiten and McCann (2013) as causing obesity. (pp.
447-450) obesity, the condition of being overweight. Most experts assess obesity in terms of body mass
index (BMI) obesity is a significant health problem that elevates an individual's mortality risk. Obese
individuals are more vulnerable than others to cardiovascular diseases, diabetes, hypertension,
respiratory problems, gallbladder disease, stroke, arthritis, muscle and skeletal pain, and some types of
cancer.
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Discuss the factors that influence sexual desire and sexual orientation. (pp. 458-462)
Hormones secreted by the gonads- ovaries in females and testes in males- can influence sexual
motivation. Erotic material can stimulate sexual desire.
Summarize the evidence regarding the determinants of sexual orientation. (pp. 462-464)
Parental investment refers to what each sex has to invest—in terms of time, energy, survival risk, and
forgone opportunities—to produce and nurture off spring. members of the sex that makes the smaller
investment (males in most species) will pursue mating opportunities vigorously and compete with each
other for these opportunities, whereas members of the sex that makes the larger investment (females in
most species) will tend to be more conservative and discriminating about mating behavior.
Explain how individual differences in the need for achievement influence achievement behaviour. (pp.
464-466) .The achievement motive is the need to master difficult challenges, to outperform others, and
to meet high standards of excellence. Above all else, the need for achievement involves the desire to
excel, especially in competition with others.The need for achievement is a fairly stable aspect of
personality. Hence, research in this area has focused mostly on individual differences in achievement
motivation. Subjects' need for achievement can be measured effectively with the Thematic
Apperception Test.
Explain how situational factors and fear of failure affect achievement strivings. (pp. 466-467)
Your achievement drive is not the only determinant of how hard you work. Situational factors can also
influence achievement strivings.Atkinson theorizes that the tendency to pursue achievement in a
patiula situatio depeds o the folloig fatos: • The stegth of oe's otiatio to ahiee
success. This factor is viewed as a stable aspect of personality. • Oe's estiate of the poailit of
suess fo the task at had. This fato aies fo task to task. • The ietie alue of suess. This
factor depends on the tangible and intangible rewards for success on the specific task. The last two
variables are situational determinants of achievement behavior. That is, they vary fromone situation to
another. According to Atkinson, the pursuit of achievement increases as the probability and incentive
value of success go up (and decreases as they go down.
Describe the cognitive component of emotion. (pp. 468-469)
Emotion involves (1) a subjective conscious experience (the cognitive component) accompanied by (2)
bodily arousal (the physiological component) and by (3) characteristic overt expressions (the
behavioural component).some degree of emotional control is possible (Thayer, 1996), but emotions
tend to involve automatic reactions that are difficult to regulate . In some cases these emotional
reactions may occur at an unconscious level of processing, outside of one's awareness.The conscious
experience of emotion includes an evaluative aspect. People characterize their emotions as pleasant or
unpleasant (Barrett et al., 2007; Lang, 1995). These evaluative reactions can be automatic and
subconscious. Of course, individuals often experience "mixed emotions" that include both pleasant and
unpleasant qualities.
Describe the physiological component of emotion. (pp. 469-472)
.The most readily apparent aspect of the physiological component of emotion is autonomic arousal. This
arousal is the basis for the lie detector, which is really an emotion detector. Polygraphs are not all that
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accurate in assessing individuals' veracity. The amygdala appears to be the hub of an emotion
processing system in the brain that modulates conditioned fears, but a variety of other areas in the brain
contribute to the regulation of emotion
Describe the behavioural component of emotion. (pp. 472-473)
At the behavioral level, people reveal their emotions through characteristic overt expressions such as
smiles, frowns, furrowed brows, intense vocalizations, clenched fi sts, and slumped shoulders. In other
words, emotions are expressed in "body language," or nonverbal behavior. Facial expressions reveal a
variety of basic emotions.
Explain the facial feedback hypothesis. (Figure 10.23, p. 473)
The facial feedback hypothesis. According to the facial feedback hypothesis, inputs to subcortical
centers automatically evoke facial expressions associated with certain emotions, and the facial muscles
then feed signals to the cortex that help it recognize the emotion that one is experiencing. In this view,
facial expressions help create the subjective experience of various emotions.
Summarize cross-cultural similarities and variations in emotional experience. (pp. 474-475)
Cross-cultural similarities have been found in the facial expressions associated with specifi c emotions,
the cognitive appraisals that provoke emotions, and physiological underpinnings of emotion. However,
there are some striking cultural variations in how people categorize their emotions and in the display
rules that govern how much people show their emotions.
Compare and contrast the James-Lange and Cannon-Bard theories of emotion. Explain how Schachter
reconciled these conflicting views in his two-factor theory. (pp. 476-477)
Common sense suggests that emotions cause autonomic arousal, but the James-Lange theory asserted
that emotion results from one's perception of autonomic arousal. The Cannon-Bard theory countered
with the proposal that emotions originate in subcortical areas of the brain. 10.21 According to
Schachter's two-factor theory, people infer emotion from arousal and then label the emotion in
accordance with their cognitive explanation for the arousal. Evolutionary theories of emotion maintain
that emotions are innate reactions that require little cognitive interpretation. Evolutionary theorists
seek to identify a small number of innate, fundamental emotions.
Describe evolutionary theories of emotion. (pp. 477-478)
Darwin (1872) believed that emotions developed because of their adaptive value. Fear, for instance,
would help an organism avoid danger and thus would aid in survival. Hence, Darwin viewed emotions as
a product of evolution. This premise serves as the foundation for several prominent theories of emotion
developed independently by S. S. Tomkins (1980, 1991), Carroll Izard (1984, 1991), and Robert Plutchik
(1984, 1993). These evolutionary theories consider emotions to be largely innate reactions to certain
stimuli. As such, emotions should be immediately recognizable under most conditions without much
thought. Evolutionary theorists believe that emotion evolved before thought. They assert that thought
plays a relatively small role in emotion, although they admit that learning and cognition may have some
influence on human emotions. Evolutionary theories generally assume that emotions originate in
subcortical brain structures that evolved before the higher brain areas in the cortex associated with
complex thought.
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Document Summary
Motivation and emotion are important concepts, as they directly relate to many different theories of cognition and human performance, including, but not limited to, developmental psychology, intelligence testing, and sports psychology. Weiten and mccann (2013) frame this chapter around five themes. Compare drive, incentive, and evolutionary approaches to understanding motivation. (pp. Provide examples of motives in each category. (figure. 10. 2, p. 442) people all share the same biological motives, but their social motives vary depending on their experiences. For example, we all need to eat, but not everyone acquires a need for orderliness. Although people have a limited number of biological motives, they can acquire an unlimited number of social motives through learning and socialization. Examples of biological motives- hunger, thirst, sex, temperature, sleep and rest, activity, aggression. Examples of social motives- achievement, affiliation(social bonds) autonomy (need for independence) nurture, dominance, order, play motives. Summarize the evidence regarding the role of biological factors in the regulation of hunger. (pp.
