UNDERSTANDING PSYCHOLOGY

10TH EDITION
By Robert Feldman
Powerpoint slides by Kimberly Foreman
Revised for 10th Ed by Cathleen Hunt

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  CHAPTER
TEN:
MOTIVATION AND EMOTION

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 MODULE 29:
Explaining Motivation
 How does motivation direct and energize
behavior?

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 MODULE 29:
Explaining Motivation
 Motivation
› The factors that direct and energize the behavior
of humans and other organisms
 Biological, cognitive, and social aspects

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 Instinct Approaches:
Born to Be Motivated
 Instincts
› Inborn patterns of behavior that are biologically
determined rather than learned
› Instinct approaches to motivation
 The explanation of motivation that suggests people
and animals are born preprogrammed with sets off
behaviors essential to their survival
› Psychologists do not agree on what, or how
many, primary instincts exist
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 Drive-Reduction Approaches:
Satisfying Our Needs
 Suggest that a lack of some basic biological
requirement such as water produces a drive
(thirst) to obtain that requirement
› Drive
 Motivation tension, or arousal, that energized
behavior to fulfill a need
 Primary drives – behavior fulfills no obvious biological
need
 Secondary drives – prior experience and learning bring
about needs
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 Drive-Reduction Approaches:
Satisfying Our Needs
 Homeostasis
› Body’s tendency to maintain a steady internal
state
 Underlies primary drives
 Uses feedback loops
 Need for food, water, stable body temperature, and
sleep

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 Arousal Approaches:
Beyond Drive Reduction
 Seek to explain behavior in which the goal is
to maintain or increase excitement
 People try to maintain a steady level of
stimulation and activity
› People vary widely in the optimal level of arousal
they seek out

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 Incentive Approaches:
Motivation’s Pull
 Suggest that motivation stems from the
desire to obtain valued external rewards, or
incentives
› Many psychologists believe that the internal
drives proposed by drive-reduction theory work in
tandem with the external incentives of incentive
theory to “push” and “pull” behavior

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 Cognitive Approaches:
The Thoughts Behind Motivation
 Suggest that motivation is a product of
people’s thoughts, beliefs, expectations, and
goals
› Intrinsic motivation
 Causes us to participate in an activity for our own
enjoyment rather than for any actual or concrete
reward that it will bring us
› Extrinsic motivation
 Causes us to do something for money, a grade, or
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some other actual, concrete reward
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 Maslow’s Hierarchy:
Ordering Motivational Needs
 Suggests that before more sophisticated,
higher-order needs can be met, certain
primary needs must be satisfied
› Abraham Maslow
› Self-actualization
 State of self-fulfillment in which people realize their
highest potential in their own unique way

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 Maslow’s Hierarchy:
Ordering Motivational Needs
 The important of Maslow’s hierarchy
› It highlights the complexity of human needs, and
it emphasize the idea that until more basic
biological needs are met, people will be relatively
unconcerned with higher-order needs

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 Maslow’s Hierarchy

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 Other Approaches to Motivation

 Deci and Ryan (2008)

› Self-determination theory
 People have three basic needs:
 Competence – the need to produce desired outcomes
 Autonomy – perception that we have control over our
own lives
 Relatedness – the need to be involved in close, warm
relationships with others

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 Applying the Different
Approaches to Motivation

15

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 EVALUATION
1. are forces that guide a person’s behavior in a certain direction.
2. Biologically determined, inborn patterns of behavior are known as .
3. Your psychology professor tells you, “Explaining behavior is easy! When
we lack something, we are motivated to get it.” Which approach to
motivation does your professor subscribe to?
4. By drinking water after running marathon, a runner tries to keep his or her
body at an optimal level of functioning. This process is called .
5. I help an elderly person cross the street because doing a good deed
makes me eel good. What type of motivation is at work here? What type of
motivation would be at work if I were to help an elderly man across the
street because he paid me $20?
6. According to Maslow, a person with no job, no home, and no friends can
become self-actualized. True or false?
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MODULE 30: Human Needs and Motivation:
Eat, Drink, and Be Daring

 What biological and social factors underlie

hunger?

 How are needs relating to achievement,

affiliation, and power motivation exhibited?

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 The Motivation Behind Hunger
and Eating
 Obesity
› Body weight that is more
than 20% above the
average weight for a
person of a certain
height
› ¼ of people in the USA
› Body Mass Index (BMI)
 Based on ratio of
weight to height
 Obese: BMI > 30
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 Overweight: BMI 25-30
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 The Motivation Behind Hunger
and Eating
 Biological Factors in the Regulation of Hunger
› Changes in the chemical composition of the blood
 Glucose levels – a kind of sugar, regulate feelings of
hunger
 Insulin – leads the body to store excess sugar in the
blood as fats and carbohydrates
› Ghrelin – communicates to the brain feelings of
hunger

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 The Motivation Behind Hunger
and Eating
 Biological Factors in
the Regulation of
Hunger
› Hypothalamus
 Responsible for monitoring food intake
 Monitors glucose levels
 Lateral hypothalamus – leads to refusal of food and
starvation
 Ventromedial hypothalamus – causes extreme
overeating 20

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 The Motivation Behind Hunger
and Eating
 Biological Factors in the Regulation of
Hunger
› Weight set point
 The particular level of weight that the body strives
to maintain
› Metabolism
 The rate at which food is converted to energy and
expended by the body

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 The Motivation Behind Hunger
and Eating
 Social Factors in Eating
› Societal rules
› Cultural influences
› Individual habits
› Operant conditioning
 Associating food with comfort and consolation

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 The Motivation Behind Hunger
and Eating
 The Roots of Obesity
› Oversensitivity to external eating cues
› Insensitivity to internal hunger cues
› Higher weight set points
 Leptin
› Fat cells in the body
 Rate of weight gain during the first four months of
life is related to being overweight during later
childhood
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› “Settling points”
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 Eating Disorders

 Anorexia Nervosa
› Refusal to eat while denying that their behavior
and appearance are unusual
› Can become skeletonlike
› Starve themselves to death
› People with the disorder are often successful,
attractive, and relatively affluent
› The disorder often begins after serious dieting,
which somehow gets out of control 24

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 Eating Disorders

 Bulimia
› Disorder in which people binge on large
quantities of food, followed by efforts to purge the
food through vomiting or other means
› Purging
› Often induce vomiting or take laxatives to rid
themselves of the food

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 Eating Disorders

 Causes
› Biological cause
 A chemical imbalance in the hypothalamus or
pituitary gland, brought on by genetic factors
› Brain scan show that they process information
about food differently from healthy individuals
› Overly demanding parents or other family
problems

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 Dieting and Losing Weight
Successfully
 There is no easy route  Decrease the influence
to weight control of external, social
 Keep track of what you stimuli on your eating
eat and what you weigh behavior
 Eat “big” foods  Avoid fad diets
› Bulky and heavy but low  Avoid taking diet pills
in calories › There is no magic pill
 Cut out television  Maintain good eating
 Exercise habits
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 Set reasonable goals
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 The Need for Achievement:
Striving for Success
 Stable, learned characteristic in which a
person obtains satisfaction by striving for and
achieving challenging goals
› People with high need for achievement seek out
situations in which they can compete against
some objective standard (grades, money) and
prove themselves successful
› People with low achievement motivation tend to
be motivated primarily by a desire to avoid failure
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 The Need for Achievement:
Striving for Success
 Measuring
Achievement Motivation
› Thematic Apperception
Tests (TAT)
 An examiner shows a
series of ambiguous
pictures, and the
participant writes a
story that describes
what is happening

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 The Need for Affiliation:
Striving for Friendship
 An interest in establishing and maintaining
relationships with other people
› People who have higher affiliation needs are
particularly sensitive to relationships with others
› Gender is a great determinant of how much time
is spent with friends

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 The Need for Power:
Striving for Impact on Others
 Tendency to seek impact, control, or
influence over others and to be seen as a
powerful individual
› More apt to belong to organizations and seek
office
› Tend to work in profession in which their power
needs may be fulfilled

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 EVALUATION
1. Match the following terms with their definitions:
1. Hypothalamus a. Leads to refusal of food and starvation
2. Lateral hypothalamic b. Responsible for monitoring food intake
3. Ventromedial hypothalamic damage c. Causes extreme overeating

2. The is the specific level of weight the body strives to

maintain.
3. is the rate at which the body produces and expends energy.
4. Julio is the type of person who constantly strives for excellence. He feels intense
satisfaction when he is able to master a new task. Julio most likely has a high need
for .
5. Debbie’s Thematic Apperception Test (TAT) story depicts a young girl who is
rejected by one of her peers and seeks to regain her friendship. What major type of
motivation is Debbie displaying in her story?
a. Need for achievement
b. Need for motivation
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c. Need for affiliation
d. Need for power
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MODULE 31:
Understanding Emotional Experiences
 What are emotions, and how do we
experience them?

 What are the functions of emotions?

 What are the explanations for emotions?

 How does nonverbal behavior relate to the

expression of emotions? 33

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 MODULE 31:
Understanding Emotional Experiences
 Emotions
› Feelings that generally have both physiological
and cognitive elements and that influence
behavior
 It is also possible to experience an emotion without
the presence of cognitive elements

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 The Functions of Emotions

 Preparing us for action

 Shaping our future behavior

 Helping us interact more effectively with

others

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 Hierarchy of Emotions

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 Determining the Range of Emotions:
Labeling Our Feelings
 There are various ways of categorizing
emotions
 Most researchers suggest that basic
emotions include:
› Happiness
› Anger
› Fear
› Sadness
› Disgust
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 The Roots of Emotions

 The James-Lange Theory: Do Gut Reactions

Equal Emotions?
› The belief that emotional experience is a reaction
to bodily events occurring as a result of an
external situation
› Proposes that we experience emotions as a
result of physiological changes that produce
specific sensations
› The brain interprets these sensations as specific
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kinds of emotional experiences
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 The Roots of Emotions

 The Cannon-Bard Theory: Physiological

Reactions as The Result of Emotions
› Assumes that both physiological arousal and the
emotional experience are produced
simultaneously by the same nerve stimulus,
which emanates from the thalamus in the brain

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 The Roots of Emotions

 The Cannon-Bard Theory: Physiological

Reactions as The Result of Emotions
 After we receive an emotion-producing stimulus,
the thalamus is the initial site of the emotional
response
 Thalamus sends a signal to the autonomic nervous
system, producing a visceral response
 At the same time, thalamus also communicates a
message to the cerebral cortex regarding the
nature of the emotion being experienced 40

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 James-Lange, Cannon-Bard, &
Schachter-Singer Theories

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 The Roots of Emotions

 The Schachter-Singer Theory: Emotions as

Labels
› Emphasizes that we identify the emotion we are
experiencing by observing our environment and
comparing ourselves with others
› Supports a cognitive view of emotions
 The belief that emotions are determined jointly by
a nonspecific kind of physiological arousal and its
interpretation, based on environmental cues
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 The Roots of Emotions

 Contemporary Perspectives on the

Neuroscience of Emotions
 Because neural pathways connect the:
› Amygdala
› Visual cortex
› Hippocampus
 …some scientists speculate that emotion-
related stimuli can be processed and
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responded to almost instantaneously
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 The Roots of Emotions

 Making Sense of the Multiple Perspectives on

Emotion
› Emotions are such complex phenomena,
encompassing both biological and cognitive
aspects, that no single theory has been able to
explain fully all the facets of emotional experience

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 Do People in All Cultures Express
Emotion Similarly?
 Facial-affect program
› Activation of a set of nerve
impulses that make the face
display the appropriate
expression
› People across cultures express
emotions similarly
› Ability assumed to be
universally present at birth
› Analogous to a computer
program that is turned on when
a particular emotion is
experienced
 Displays an appropriate 45
expression
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 Do People in All Cultures Express
Emotion Similarly?
 Facial-feedback hypothesis
› Not only reflects emotional experience, but also
helps determine how people experience and label
emotions
 Some theoreticians have suggested that facial
expressions are necessary for an emotion to be
experienced

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 EVALUATION
1. Emotions are always accompanied by a cognitive response. True or false?
2. The theory of emotion states that emotions are a response to
instinctive bodily events.
3. According to the theory of emotion, both an emotional response
and physiological arousal are produced simultaneously by the same nerve
stimulus.
4. Your friend – a psychology major – tells you, “I was at a party last night.
During the course on the evening, my general level of arousal increased.
Since I was at a party where people were enjoying themselves, I assume I
must have felt happy.” What theory of emotion does your friend subscribe
to?
5. What are the six primary emotions that can be identified from facial
expressions?
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 VISUAL
SUMMARY
10
Motivation and
Emotion

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