AP Psych Motivation
jmclaugh813
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Jan 14, 2015
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About This Presentation
AP Psych Motivation and Emotion
Slide Content
Understanding
Motivation
Understanding
Motivation
Motivation
Understanding
Motivation
Needs Assessment Questionnaire
Handout 12-17
•Reverse the following scores (ex. 1=5, 2=4, 3=3)
–#8, # 14, # 18
•Need for Achievement:
–Your need to improve performance
–Add your responses for 1, 5, 9, 13, 17
•Need for Affiliation:
–Your desire to be accepted by others
–Add your responses for 2, 6, 10, 14, 18
•Need for Autonomy:
–Your need to be responsible for your own direction
–Add your responses for 3, 7, 11, 15, 19
•Need for Dominance:
–Your need for power (control others)
–Add your responses for 4, 8, 12, 16, 20
WHERE DO YOU FALL?
High scores are near 25
Average scores are near 14
Low scores are near 5
2
Handout 12-17
•Reverse the following scores (ex. 1=5, 2=4, 3=3)
–#8, # 14, # 18
•Need for Achievement:
–Your need to improve performance
–Add your responses for 1, 5, 9, 13, 17
•Need for Affiliation:
–Your desire to be accepted by others
–Add your responses for 2, 6, 10, 14, 18
•Need for Autonomy:
–Your need to be responsible for your own direction
–Add your responses for 3, 7, 11, 15, 19
•Need for Dominance:
–Your need for power (control others)
–Add your responses for 4, 8, 12, 16, 20
WHERE DO YOU FALL?
High scores are near 25
Average scores are near 14
Low scores are near 5
2
Section 1 Motivational Concepts
•Learning Goals:
–Students should be able to answer the following:
From what perspectives do psychologists view motivated behavior
3
Rating Student Evidence
4.0
Expert
I can teach someone else about the perspectives
and their views on motivational behavior. In
addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze the perspectives and their views on
motivational behavior, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
perspectives and their views on motivational
behavior, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
From what perspectives do psychologists view motivated behavior
3
Rating Student Evidence
4.0
Expert
I can teach someone else about the perspectives
and their views on motivational behavior. In
addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze the perspectives and their views on
motivational behavior, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
perspectives and their views on motivational
behavior, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
What is Motivation?
•Definition: a need or desire that energizes
behavior and directs it towards a goal.
•Need: a physiological state that triggers
motivational arousal
•Five Theories of what Motivates People:
–Instinct theory
–Drive-Reduction Theory
–Incentive Theory
–Arousal Theory
–Hierarchy of Needs Theory
4
•Definition: a need or desire that energizes
behavior and directs it towards a goal.
•Need: a physiological state that triggers
motivational arousal
•Five Theories of what Motivates People:
–Instinct theory
–Drive-Reduction Theory
–Incentive Theory
–Arousal Theory
–Hierarchy of Needs Theory
4
Instinct Theory
•Also Known As: Genetically
Programmed Fixed Action
Patterns
•Based on Evolutionary
Perspective
•Critics say it cannot be applied
to all people (why?)
•Works better in the animal
kingdom (why?0
•Example: Picking a mate (men
prefer certain attributes)
•Can you think of other
examples?
5
•Also Known As: Genetically
Programmed Fixed Action
Patterns
•Based on Evolutionary
Perspective
•Critics say it cannot be applied
to all people (why?)
•Works better in the animal
kingdom (why?0
•Example: Picking a mate (men
prefer certain attributes)
•Can you think of other
examples?
5
Drive-Reduction Theory (1940)
•Drives Push us towards a goal
•Based on the idea of homeostasis or the maintenance of a
steady internal state
•We get rewarded by reducing the drive
•Which psychological perceptive does drive theory best match with?
A.Cognitive
B.Behavioral
C.Humanistic
6
•Drives Push us towards a goal
•Based on the idea of homeostasis or the maintenance of a
steady internal state
•We get rewarded by reducing the drive
•Which psychological perceptive does drive theory best match with?
A.Cognitive
B.Behavioral
C.Humanistic
6
Incentive Theory
•Incentives Pull us towards a goal
•Usually an external reward is offered
•Which person would most like
incentive theory?
A.Sigmund Freud
B.B.F. Skinner
C.Charles Spearman
D.Lewis Terman
7
•Incentives Pull us towards a goal
•Usually an external reward is offered
•Which person would most like
incentive theory?
A.Sigmund Freud
B.B.F. Skinner
C.Charles Spearman
D.Lewis Terman
7
Optimum Arousal Theory
•Boredom, sometimes causes us to
seek out stimulation
•Moderate to High Arousal is best
especially for achievement- oriented
people
•Rats enjoy exploring parts of a maze
where they receive a mild shock more
because it arouses their curiosity
•This might explain why people will
explore different parts of the earth for
fun (caves, mountains, underwater)
8
•Boredom, sometimes causes us to
seek out stimulation
•Moderate to High Arousal is best
especially for achievement- oriented
people
•Rats enjoy exploring parts of a maze
where they receive a mild shock more
because it arouses their curiosity
•This might explain why people will
explore different parts of the earth for
fun (caves, mountains, underwater)
8
Yerkes-Dodson Law
Yerkes-Dodson Law
the principle that performance increases
with arousal only up to a point, beyond
which performance decreases.
Yerkes-Dodson Law
the principle that performance increases
with arousal only up to a point, beyond
which performance decreases.
Aron Lee Ralston 127 Hours Stuck…
Short Discussion…
Why do you think people go to college?
(please formulate your response around one of the prior
theories mentioned)
Why do you think people go to college?
(please formulate your response around one of the prior
theories mentioned)
Hierarch of Needs Theory
•Created by the Humanist Abraham Maslow (1954)
•Self-Actualized People are more successful.
•Critics of the
theory say that
it needs to be
revised
•How can
people starve
or get arrested
for political
protest?
•Why do so
many women
continue to stay
with their
abusers?
Know this!
12
•Created by the Humanist Abraham Maslow (1954)
•Self-Actualized People are more successful.
•Critics of the
theory say that
it needs to be
revised
•How can
people starve
or get arrested
for political
protest?
•Why do so
many women
continue to stay
with their
abusers?
Know this!
12
New Hierarchy
Section Assessment
Apply the situation below to the theories of
motivation
–Instinct theory
–Drive-Reduction Theory
–Incentive Theory
–Arousal Theory
Jeremy is aggressively trying to beat an
opponent at a game of checkers
14
Apply the situation below to the theories of
motivation
–Instinct theory
–Drive-Reduction Theory
–Incentive Theory
–Arousal Theory
Jeremy is aggressively trying to beat an
opponent at a game of checkers
14
Motivational Theories
Strengths and Weaknesses
Strengths and Weaknesses
Learning Goal:?
From what perspectives do psychologists view motivated behavior
16
Rating Student Evidence
4.0
Expert
I can teach someone else about the perspectives
and their views on motivational behavior. In
addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze the perspectives and their views on
motivational behavior, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
perspectives and their views on motivational
behavior, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
From what perspectives do psychologists view motivated behavior
16
Rating Student Evidence
4.0
Expert
I can teach someone else about the perspectives
and their views on motivational behavior. In
addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze the perspectives and their views on
motivational behavior, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
perspectives and their views on motivational
behavior, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
2: Hunger and Motivation
•Learning Goals:
–Students should be able to answer the following:
1. What physiological factors produce hunger?
2. What psychological and cultural factors influence hunger?
3. How do eating disorders demonstrate the influence of psychological forces on
physiological motivated behaviors?
17
Rating Student Evidence
4.0
Expert
I can teach someone else about the interaction
between hunger and motivation. In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the interaction between hunger
and motivation), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
interaction between hunger and motivation, but
need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
1. What physiological factors produce hunger?
2. What psychological and cultural factors influence hunger?
3. How do eating disorders demonstrate the influence of psychological forces on
physiological motivated behaviors?
17
Rating Student Evidence
4.0
Expert
I can teach someone else about the interaction
between hunger and motivation. In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the interaction between hunger
and motivation), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
interaction between hunger and motivation, but
need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Learning Goal: How is hunger influenced by
motivation?
Answer TRUE or FALSE for the following
Statements:
1.The stomach has a lot to do with
hunger.
2.People from hotter climates prefer
spicy food.
3.People eat more food when around
other people.
4.Americans eat slower than
Europeans, which is why we have
more obesity issues.
5.Eating disorders like anorexia are
caused by childhood abuse.
18
1.False
2.True
3.True
4.False
5.False
motivation?
Answer TRUE or FALSE for the following
Statements:
1.The stomach has a lot to do with
hunger.
2.People from hotter climates prefer
spicy food.
3.People eat more food when around
other people.
4.Americans eat slower than
Europeans, which is why we have
more obesity issues.
5.Eating disorders like anorexia are
caused by childhood abuse.
18
1.False
2.True
3.True
4.False
5.False
The Stomach & Hunger (Washburn-Cannon
Theory)
•Hunger pangs do indicate feeling the need to eat
•Those without stomachs (removed due to Gastric
Cancer) still feel the need to eat
19
Theory)
•Hunger pangs do indicate feeling the need to eat
•Those without stomachs (removed due to Gastric
Cancer) still feel the need to eat
19
Body Chemistry
•Glucose
•The hormone insulin
converts glucose to
fat.
•When glucose levels
drop- hunger
increases.
•Glucose
•The hormone insulin
converts glucose to
fat.
•When glucose levels
drop- hunger
increases.
Biological Basis of Hunger
•Hunger does NOT
directly come from
our stomach.
It comes from our…
•Brain
What part of the
brain?
•The Hypothalamus
•Hunger does NOT
directly come from
our stomach.
It comes from our…
•Brain
What part of the
brain?
•The Hypothalamus
Hypothalamus
Lateral Hypothalamus
•When stimulated it
makes you hungry.
•When lesioned
(destroyed) you will
never be hungry again.
Ventromedial Hypothalamus
•When stimulated you
feel full.
•When lesioned you will
never feel full again.
Lateral Hypothalamus
•When stimulated it
makes you hungry.
•When lesioned
(destroyed) you will
never be hungry again.
Ventromedial Hypothalamus
•When stimulated you
feel full.
•When lesioned you will
never feel full again.
Hypothalamus & Hunger
FAT RAT
What happened to this
rat’s hypothalamus?
23
FAT RAT
What happened to this
rat’s hypothalamus?
23
The Physiology of Hunger
Body Chemistry and the Brain
Body Chemistry and the Brain
Learning Goal: How is hunger influenced by
motivation?
Hormone Tissue Response
Orexin increaseHypothalamusIncreases hunger
Ghrelin increaseStomach Increases hunger
Insulin increasePancreas Increases hunger
Leptin increaseFat cells Decreases hunger
PYY increase Digestive tractDecreases hunger
25
motivation?
Hormone Tissue Response
Orexin increaseHypothalamusIncreases hunger
Ghrelin increaseStomach Increases hunger
Insulin increasePancreas Increases hunger
Leptin increaseFat cells Decreases hunger
PYY increase Digestive tractDecreases hunger
25
Set Point Theory
•The hypothalamus
acts like a
thermostat.
•Wants to maintain a
stable weight.
•Activate the lateral
when you diet and
activate the
ventromedial when
you start to gain
weight.
•The hypothalamus
acts like a
thermostat.
•Wants to maintain a
stable weight.
•Activate the lateral
when you diet and
activate the
ventromedial when
you start to gain
weight.
Set Point Theory & Obesity
–Do we have a predetermined set
weight through genetics?
–Can we change our set point?
–Obese people went on a month-
long diet reducing their calories
from 3500 to 450 calories a day but
only lost 6% of their weight.
–Once we become obese, we require
less calories to maintain that
weight (fat has a lower metabolic
rate)
•Obesity
–Typical adults have 35 billion fat
cells. Obese people have 75 billion
fat cells
–Fat cells never go away, they shrink
like a balloon.
27
–Do we have a predetermined set
weight through genetics?
–Can we change our set point?
–Obese people went on a month-
long diet reducing their calories
from 3500 to 450 calories a day but
only lost 6% of their weight.
–Once we become obese, we require
less calories to maintain that
weight (fat has a lower metabolic
rate)
•Obesity
–Typical adults have 35 billion fat
cells. Obese people have 75 billion
fat cells
–Fat cells never go away, they shrink
like a balloon.
27
Culture, Society & Food Preferences
•Body chemistry and
environmental factors influence
not only when we feel hunger
but what we feel hungry for!
•Countries with hot climates use
more bacteria-inhibiting spices
in meat dishes.
•People consume 60-75% more
food when around others.
•Some situations active food cues
(i.e. popcorn at the movies)
•Europeans eat more slowly,
helping them to eat less food.
28
•Body chemistry and
environmental factors influence
not only when we feel hunger
but what we feel hungry for!
•Countries with hot climates use
more bacteria-inhibiting spices
in meat dishes.
•People consume 60-75% more
food when around others.
•Some situations active food cues
(i.e. popcorn at the movies)
•Europeans eat more slowly,
helping them to eat less food.
28
Culture and Hunger
Criadillas- bull testicles.
Mice Wine
Dog
Fried Frog Legs
Mice Wine
Dog
Fried Frog Legs
Memory & Hunger
•Based on a 2006 study, excess ghrelin has be
found to increase learning and memory
capabilities
•Due to difficulties with retention (hippocampus
damage), amnesia patients eat frequently if given food
(Rozin et al., 1998).
•Usually they will consume meals every 20 minutes if
offered food.
31
•Based on a 2006 study, excess ghrelin has be
found to increase learning and memory
capabilities
•Due to difficulties with retention (hippocampus
damage), amnesia patients eat frequently if given food
(Rozin et al., 1998).
•Usually they will consume meals every 20 minutes if
offered food.
31
Psychological Aspects of Hunger
•Internals versus
Externals
•The Garcia Effect
•Internals versus
Externals
•The Garcia Effect
Anorexia Nervosa
•Extreme weight loss, typically
through exercising and not eating
•Obsessed with weight and feel fat
•75% of people with this disorder
are females
•Usually abnormally skinny and
can be considered a life long
disorder
•Changes the body’s chemistry
33
How is hunger influenced by motivation?
Mary Kate Olsen has
suffered from
anorexia nervosa for
years
•Extreme weight loss, typically
through exercising and not eating
•Obsessed with weight and feel fat
•75% of people with this disorder
are females
•Usually abnormally skinny and
can be considered a life long
disorder
•Changes the body’s chemistry
33
How is hunger influenced by motivation?
Mary Kate Olsen has
suffered from
anorexia nervosa for
years
Bulimia Nervosa
•Eating large amounts of food and then
purging (Usually sweets or carbs)
•Anxiety or depression
•By eating carbs, they reduce tension and
anxiety (kicked up serotonin)
•Weight is usually within normal range
•Usually associated with higher than
normal obesity in childhood and negative
self-evaluations
•Binge-eating Disorder: Eating large
amounts, but not purging
34
How is hunger influenced by motivation?
Lady Gaga has
suffered from both
anorexia and bulimia
•Eating large amounts of food and then
purging (Usually sweets or carbs)
•Anxiety or depression
•By eating carbs, they reduce tension and
anxiety (kicked up serotonin)
•Weight is usually within normal range
•Usually associated with higher than
normal obesity in childhood and negative
self-evaluations
•Binge-eating Disorder: Eating large
amounts, but not purging
34
How is hunger influenced by motivation?
Lady Gaga has
suffered from both
anorexia and bulimia
Motivation & Eating Disorders
•Similar Disorders: Body Dysmorphic Disorder (BDD)
•Obsessed with a specific flaw in your body
•Usually leads to extreme plastic surgery, steroid use or
extreme weight training
36
How is hunger influenced by motivation?
•Obsessed with a specific flaw in your body
•Usually leads to extreme plastic surgery, steroid use or
extreme weight training
36
How is hunger influenced by motivation?
BDD video…
Section Assessment
1. Which section of the brain is
considered most vital to the initiation of
feeding behaviors?
(A) hippocampus
(B) hypothalamus
(C) superior olive complex
(D) suprachiasmatic nucleus
(E) amygdala
38
1. Which section of the brain is
considered most vital to the initiation of
feeding behaviors?
(A) hippocampus
(B) hypothalamus
(C) superior olive complex
(D) suprachiasmatic nucleus
(E) amygdala
38
•2. What most likely happened to
Winston’s hypothalamus?
Winston’s hypothalamus?
•2. What most likely happened to
Winston’s hypothalamus?
•Ventromedial (which makes you feel
full) was lesioned/damaged so he got
extra pudgy.
-or-
•Lateral hypothalamus (makes you
hungry) is constantly being
stimulated/excited through electrode..
Winston’s hypothalamus?
•Ventromedial (which makes you feel
full) was lesioned/damaged so he got
extra pudgy.
-or-
•Lateral hypothalamus (makes you
hungry) is constantly being
stimulated/excited through electrode..
2: Hunger and Motivation
•Learning Goals:
–Students should be able to answer the following:
1. What physiological factors produce hunger?
2. What psychological and cultural factors influence hunger?
3. How do eating disorders demonstrate the influence of psychological forces on
physiological motivated behaviors?
41
Rating Student Evidence
4.0
Expert
I can teach someone else about the interaction
between hunger and motivation. In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the interaction between hunger
and motivation), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
interaction between hunger and motivation, but
need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
1. What physiological factors produce hunger?
2. What psychological and cultural factors influence hunger?
3. How do eating disorders demonstrate the influence of psychological forces on
physiological motivated behaviors?
41
Rating Student Evidence
4.0
Expert
I can teach someone else about the interaction
between hunger and motivation. In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the interaction between hunger
and motivation), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the
interaction between hunger and motivation, but
need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
3: Sexual Motivation and Orientation
(Awkward)
•Learning Goals:
–Students should be able to answer the following:
1 What stages mark the human response cycle?
2. How do hormones influence human sexual motivation?
3. How do internal and external stimuli influence sexual motivation?
4. What has research taught us about sexual orientation?
42
Rating Student Evidence
4.0
Expert
I can teach someone else about the psychology
of sexual orientation and motivation. In addition
to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the psychology of sexual
orientation and motivation, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated the psychology of
sexual orientation and motivation), but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
(Awkward)
•Learning Goals:
–Students should be able to answer the following:
1 What stages mark the human response cycle?
2. How do hormones influence human sexual motivation?
3. How do internal and external stimuli influence sexual motivation?
4. What has research taught us about sexual orientation?
42
Rating Student Evidence
4.0
Expert
I can teach someone else about the psychology
of sexual orientation and motivation. In addition
to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the psychology of sexual
orientation and motivation, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated the psychology of
sexual orientation and motivation), but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Section 3 Sexual Motivation and
Orientation (Awkward)…
Please read the article…answer the
questions on the back
Orientation (Awkward)…
Please read the article…answer the
questions on the back
Hi/Lo Game
Instructions: Guess if the actual number is
higher or lower than the number listed
below.
1.40% of males think about sex everyday
2.25% of females think about sex everyday
3.The typical American has on average 10
sexual partners in a lifetime
4.About 10% of the population is gay or
lesbian
5.35% of people in the United States say
that homosexuality is “never justified”
44
Instructions: Guess if the actual number is
higher or lower than the number listed
below.
1.40% of males think about sex everyday
2.25% of females think about sex everyday
3.The typical American has on average 10
sexual partners in a lifetime
4.About 10% of the population is gay or
lesbian
5.35% of people in the United States say
that homosexuality is “never justified”
44
Sexual Motivation
•Sex is natural.
•Without sex, none of
us would be here.
•How do scientists (or
you) find out about
sex?
YOU ASK!!!!!!
•Sex is natural.
•Without sex, none of
us would be here.
•How do scientists (or
you) find out about
sex?
YOU ASK!!!!!!
Research Into Sex & Motivation
•The infamous Alfred Kinsey Studies
(1940)
•Kinsey’s Findings
–Virtually all men and half of all women
masturbate regularly (more than expected)
–8-10% of the population is gay or bisexual
(this is wrong according to more modern
survey data and scientific estimates)
–Over 50% of men and women have
premarital sex (more than expected)
•Criticisms of Kinsey’s Study
–Unrepresentative Study (mostly whites)
–Volunteer Bias
–Out-Dated Study
46
•The infamous Alfred Kinsey Studies
(1940)
•Kinsey’s Findings
–Virtually all men and half of all women
masturbate regularly (more than expected)
–8-10% of the population is gay or bisexual
(this is wrong according to more modern
survey data and scientific estimates)
–Over 50% of men and women have
premarital sex (more than expected)
•Criticisms of Kinsey’s Study
–Unrepresentative Study (mostly whites)
–Volunteer Bias
–Out-Dated Study
46
Research Into Sex & Motivation
Masters and Johnson Study
•In the 1960’s William
Masters and Virginia
Johnson set out to
explore the physiology
of sex.
•382 females and 312
males.
After their
research was
done they ran
an institute
that claimed to
turn gay people
straight.
•In the 1960’s William
Masters and Virginia
Johnson set out to
explore the physiology
of sex.
•382 females and 312
males.
After their
research was
done they ran
an institute
that claimed to
turn gay people
straight.
Masters and Johnson Study (explicit image
warning)
warning)
Motivation & Sex
•Masters and Johnson’s Sexual Response Cycle
Study
Phase Physiological Response
Excitement
Genitals become engorged with blood. Vagina
expands secretes lubricant. Penis enlarges.
Plateau
Excitement peaks such as breathing, pulse and
blood pressure.
Orgasm
Contractions all over the body. Increase in
breathing, pulse & blood pressure. Sexual release.
Resolution
Engorged genital release blood. Male goes
through refractory phase. Women resolve
slower.
50
•Masters and Johnson’s Sexual Response Cycle
Study
Phase Physiological Response
Excitement
Genitals become engorged with blood. Vagina
expands secretes lubricant. Penis enlarges.
Plateau
Excitement peaks such as breathing, pulse and
blood pressure.
Orgasm
Contractions all over the body. Increase in
breathing, pulse & blood pressure. Sexual release.
Resolution
Engorged genital release blood. Male goes
through refractory phase. Women resolve
slower.
50
How are humans influenced by sexuality?
•Masters and Johnson’s Sexual Response Cycle
Study
51
Time
(Minutes)
•Masters and Johnson’s Sexual Response Cycle
Study
51
Time
(Minutes)
Mapped out the Sexual Response Cycle
•Initial Excitement
•Plateau Phase
•Orgasm
•Resolution Phase
(with refractory
period).
•Initial Excitement
•Plateau Phase
•Orgasm
•Resolution Phase
(with refractory
period).
How are humans influenced by sexuality?
Internal and External Stimuli
•Men and Women are driven by
testosterone (men have more).
•Viewing attractive people or
pornography leads people to
devalue their own partners.
•According to one study, men and
women are equally aroused by
watching x-rated movies, but
men’s brains respond more in the
amygdala.
•Men tend to fantasize about sex
and women about romance.
53
Internal and External Stimuli
•Men and Women are driven by
testosterone (men have more).
•Viewing attractive people or
pornography leads people to
devalue their own partners.
•According to one study, men and
women are equally aroused by
watching x-rated movies, but
men’s brains respond more in the
amygdala.
•Men tend to fantasize about sex
and women about romance.
53
Sexual Orientation Research Findings
•Until 1973, homosexuality was considered a disorder by the APA
•3-4% of men are gay; 1-2% of women are lesbian
•Approximately 20% of the population has had a bisexual encounter
•If one identical twin is gay, there is a 52% likelihood the other twin is also gay.
•Injecting testosterone into a sheep’s womb will produce homosexual
tendencies in their female offspring
•Gay men’s brains “light up” in a similar way to straight women’s brains when
they smell a man’s pheromonal sweat.
•Lesbians are better at visual spatial tasks than straight women
•Children adopted by gay or lesbians are no more likely to become gay later in
life than anyone else
•Gay men are slightly more likely to be promiscuous than lesbians or straight
men
•Private educational programs used to change people from a gay lifestyle to a
straight lifestyle are largely unsuccessful, showing that sexual orientation is
persistent and hard to change. (evidence it is not a choice)
54
•Until 1973, homosexuality was considered a disorder by the APA
•3-4% of men are gay; 1-2% of women are lesbian
•Approximately 20% of the population has had a bisexual encounter
•If one identical twin is gay, there is a 52% likelihood the other twin is also gay.
•Injecting testosterone into a sheep’s womb will produce homosexual
tendencies in their female offspring
•Gay men’s brains “light up” in a similar way to straight women’s brains when
they smell a man’s pheromonal sweat.
•Lesbians are better at visual spatial tasks than straight women
•Children adopted by gay or lesbians are no more likely to become gay later in
life than anyone else
•Gay men are slightly more likely to be promiscuous than lesbians or straight
men
•Private educational programs used to change people from a gay lifestyle to a
straight lifestyle are largely unsuccessful, showing that sexual orientation is
persistent and hard to change. (evidence it is not a choice)
54
Sexual Orientation
An enduring sexual attraction toward members of
either one's own gender or the other gender.
Percentage, brothers and cities
An enduring sexual attraction toward members of
either one's own gender or the other gender.
Percentage, brothers and cities
How is Sexual Orientation Determined
•There has been NO
evidence that sexuality
is socially determined.
•Kids raised by gay
parents are no more
likely to be gay that if
they were raised by
hetero parents.
•It is most-likely
biologically determined.
•There has been NO
evidence that sexuality
is socially determined.
•Kids raised by gay
parents are no more
likely to be gay that if
they were raised by
hetero parents.
•It is most-likely
biologically determined.
Prenatal Environment
•Current research
seems to point to
the hormonal levels
in the prenatal
environment.
•Scientists have
created homosexual
male fruit flies and
lesbian sheep!!!
•Current research
seems to point to
the hormonal levels
in the prenatal
environment.
•Scientists have
created homosexual
male fruit flies and
lesbian sheep!!!
The Brain
•Simon LeVay
discovered that there
is a cluster of cells in
the hypothalamus
that is larger in
heterosexual men
than in heterosexual
women or homosexual
men.
•Simon LeVay
discovered that there
is a cluster of cells in
the hypothalamus
that is larger in
heterosexual men
than in heterosexual
women or homosexual
men.
59
Learning Goal: How are humans influenced by
sexuality?
Learning Goal: How are humans influenced by
sexuality?
60
Learning Goal: How are humans influenced by
sexuality?
Learning Goal: How are humans influenced by
sexuality?
Sexual Orientation Research Findings
61
The Anterior
Commissure in gay
men is significantly
larger than in
straight men.
There is a slight correlation
between finger length and
sexual orientation, probably
due to hormone activity
during prenatal
development.
61
The Anterior
Commissure in gay
men is significantly
larger than in
straight men.
There is a slight correlation
between finger length and
sexual orientation, probably
due to hormone activity
during prenatal
development.
Figure 8A.15 The fraternal birth-order effect Researcher Ray Blanchard (2008) offers these
approximate curves depicting a man’s likelihood of homosexuality as a function of his number of older
brothers. This correlation has been found in several studies, but only among right-handed men.
© 2010 by Worth Publishers
approximate curves depicting a man’s likelihood of homosexuality as a function of his number of older
brothers. This correlation has been found in several studies, but only among right-handed men.
© 2010 by Worth Publishers
Trends in Societal Thinking
63
63
Nat Geo: The Biology of
Homosexuality
Homosexuality
Section Assessment: Sex and
Motivation
65
1.Which stage of the sexual response cycle is
different for men and women?
2.Describe one reason why the Kinsey study
may have been inaccurate.
3.What evidence supports that sexual
orientation is genetic and not
environmental?
4.What might change in society if there is
really strong scientific evidence that being
gay or straight is biologically driven?
Motivation
65
1.Which stage of the sexual response cycle is
different for men and women?
2.Describe one reason why the Kinsey study
may have been inaccurate.
3.What evidence supports that sexual
orientation is genetic and not
environmental?
4.What might change in society if there is
really strong scientific evidence that being
gay or straight is biologically driven?
Learning Goal:
1 What stages mark the human response cycle?
2. How do hormones influence human sexual motivation?
3. How do internal and external stimuli influence sexual motivation?
4. What has research taught us about sexual orientation?
66
Rating Student Evidence
4.0
Expert
I can teach someone else about the psychology
of sexual orientation and motivation. In addition
to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the psychology of sexual
orientation and motivation, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated the psychology of
sexual orientation and motivation), but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
1 What stages mark the human response cycle?
2. How do hormones influence human sexual motivation?
3. How do internal and external stimuli influence sexual motivation?
4. What has research taught us about sexual orientation?
66
Rating Student Evidence
4.0
Expert
I can teach someone else about the psychology
of sexual orientation and motivation. In addition
to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the psychology of sexual
orientation and motivation, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated the psychology of
sexual orientation and motivation), but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
4: The Need to Belong
•Learning Goals:
–Students should be able to answer the following:
1. Explain why humans have a need to belong.
2. Describe the characteristics of Achievement Motivation.
67
Rating Student Evidence
4.0
Expert
I can teach someone else about why humans
have a need to belong and are motivated to
achieve and In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze why humans have a need to belong
and are motivated to achieve, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated why humans have
a need to belong and are motivated to achieve,
but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
1. Explain why humans have a need to belong.
2. Describe the characteristics of Achievement Motivation.
67
Rating Student Evidence
4.0
Expert
I can teach someone else about why humans
have a need to belong and are motivated to
achieve and In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze why humans have a need to belong
and are motivated to achieve, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated why humans have
a need to belong and are motivated to achieve,
but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Social Motivation: Needing to Belong
•Aristotle calls us the “social animal”
•Belonging Aids in Survival
(1)Cooperation and Caring kept our
ancestors alive
•Our Wanting to Belong
(1)Peak moments in life are dominated
by relationships (Sheldon et al, 2001)
(2)College students care more about
rich, close relationships than money
(Seligman, 2002)
•Need to Increase Social Acceptance
(1)Much of our social behavior aims to
increase the acceptance by others,
henceforth producing higher self
esteem and continued conformity.
68
In the movie Castaway, the main
character tries to fulfill his need for
belongingness by creating an
imaginary friend named “Wilson”
•Aristotle calls us the “social animal”
•Belonging Aids in Survival
(1)Cooperation and Caring kept our
ancestors alive
•Our Wanting to Belong
(1)Peak moments in life are dominated
by relationships (Sheldon et al, 2001)
(2)College students care more about
rich, close relationships than money
(Seligman, 2002)
•Need to Increase Social Acceptance
(1)Much of our social behavior aims to
increase the acceptance by others,
henceforth producing higher self
esteem and continued conformity.
68
In the movie Castaway, the main
character tries to fulfill his need for
belongingness by creating an
imaginary friend named “Wilson”
Social Motivation: Needing to Belong
•Maintaining Relationships
(1)Divorced people are only half as likely to say they are
“very happy” compared to married couples (Inglehart,
1990).
(2)When something threatens a relationship, we are
overcome with feelings such as anxiety, loneliness,
jealousy, guilt.
•Ostracism/Social Exclusion
(1)When the need to belong is denied or blocked
(2)Seen as punishment by most people
(3)People who are ostracized in laboratory experiments will
activate regions of the anterior cingulate cortex, where we
feel real pain.
(4)People who are continually ostracized can turn
aggressive, especially intelligent individuals.
•Fortifying Health
(1)People with close friends tend to suffer less
psychological disorders, less premature death, less
depression, and are not prone to suicide.
69
In 2001, Andy
Williams killed two
students and
injured three was
described as a
“freak, dork,
nerd…”
•Maintaining Relationships
(1)Divorced people are only half as likely to say they are
“very happy” compared to married couples (Inglehart,
1990).
(2)When something threatens a relationship, we are
overcome with feelings such as anxiety, loneliness,
jealousy, guilt.
•Ostracism/Social Exclusion
(1)When the need to belong is denied or blocked
(2)Seen as punishment by most people
(3)People who are ostracized in laboratory experiments will
activate regions of the anterior cingulate cortex, where we
feel real pain.
(4)People who are continually ostracized can turn
aggressive, especially intelligent individuals.
•Fortifying Health
(1)People with close friends tend to suffer less
psychological disorders, less premature death, less
depression, and are not prone to suicide.
69
In 2001, Andy
Williams killed two
students and
injured three was
described as a
“freak, dork,
nerd…”
Marshmallow Test
70
70
Achievement Motivation
•Studied by I/O Psychologists
•Definition: A desire to pursue high standards
and significant accomplishments.
•Uses both extrinsic and intrinsic motivation
•Those with high achievement motivation:
–More hobbies as a kid
–High levels of self-discipline
–Prefer to participants than spectators
–Waiting on the marshmallow
•In the end: “discipline out performs talent”
-Martin Seligman, Founder of Positive
Psychology Movement
71
•Studied by I/O Psychologists
•Definition: A desire to pursue high standards
and significant accomplishments.
•Uses both extrinsic and intrinsic motivation
•Those with high achievement motivation:
–More hobbies as a kid
–High levels of self-discipline
–Prefer to participants than spectators
–Waiting on the marshmallow
•In the end: “discipline out performs talent”
-Martin Seligman, Founder of Positive
Psychology Movement
71
Achievement Motivation
What motivates us to work?
(School, job, sports, video games, relationships etc..)
Intrinsic Motivators
•Rewards we get
internally, such as
enjoyment or
satisfaction.
Extrinsic Motivators
•Reward that we get for
accomplishments from
outside ourselves (grades
or money or etc..)
•Work great in the short
run.
What motivates us to work?
(School, job, sports, video games, relationships etc..)
Intrinsic Motivators
•Rewards we get
internally, such as
enjoyment or
satisfaction.
Extrinsic Motivators
•Reward that we get for
accomplishments from
outside ourselves (grades
or money or etc..)
•Work great in the short
run.
Mini FRQ
Describe the role each of the following
mechanisms plays in determining an
individual’s eating habits or body weight.
•Brain structure
•Cultural factors
•Body chemistry
73
Describe the role each of the following
mechanisms plays in determining an
individual’s eating habits or body weight.
•Brain structure
•Cultural factors
•Body chemistry
73
Learning Goal:
1. Explain why humans have a need to belong.
2. Describe the characteristics of Achievement Motivation.
74
Rating Student Evidence
4.0
Expert
I can teach someone else about why humans
have a need to belong and are motivated to
achieve and In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze why humans have a need to belong
and are motivated to achieve, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated why humans have
a need to belong and are motivated to achieve,
but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
1. Explain why humans have a need to belong.
2. Describe the characteristics of Achievement Motivation.
74
Rating Student Evidence
4.0
Expert
I can teach someone else about why humans
have a need to belong and are motivated to
achieve and In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze why humans have a need to belong
and are motivated to achieve, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated why humans have
a need to belong and are motivated to achieve,
but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Emotions
75
75
5: Embodied Emotions
•Learning Goals:
–Students should be able to answer the following:
1.What are the components of an emotion?
76
Rating Student Evidence
4.0
Expert
I can teach someone else about the components
of emotions. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze the components of emotions, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with the
components of emotions, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
1.What are the components of an emotion?
76
Rating Student Evidence
4.0
Expert
I can teach someone else about the components
of emotions. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze the components of emotions, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with the
components of emotions, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!
“Feeling”
part of
consciousness
motion
part of
consciousness
motion
Love… <3
What are Emotions?
•Emotions are:
–Temporary
–Positive & Negative
–Physiological Reactions
–Expressive Behaviors
–Conscious Experiences
–States of Feeling
•Where do Emotions Come From?
–Limbic System (Thalamus & Amygdala)
–Cerebral Cortex (Left/Right
Hemispheres)
–Autonomic Nervous System
(epinephrine)
79
•Emotions are:
–Temporary
–Positive & Negative
–Physiological Reactions
–Expressive Behaviors
–Conscious Experiences
–States of Feeling
•Where do Emotions Come From?
–Limbic System (Thalamus & Amygdala)
–Cerebral Cortex (Left/Right
Hemispheres)
–Autonomic Nervous System
(epinephrine)
79
Three Elements of Emotion
•28.1 What are the biological, behavioral, and cognitive components of emotion?
•1. Physical arousal
•2. Behavior that reveals emotion
•3. Inner awareness of feelings
•28.1 What are the biological, behavioral, and cognitive components of emotion?
•1. Physical arousal
•2. Behavior that reveals emotion
•3. Inner awareness of feelings
Theories of Emotion
•James-Lange Theory
–Your body first experiences the
physiological reaction, then you
automatically experience the
emotion depending on what
occurs in the body
–In other words: We feel sad
because we cry, angry because we
punch
–Evidence Supporting this theory:
•Spinal cord injured patients
experience a less intense emotion
•Anger causes blood to rush to the
hands and feet, fear causes blood to
rush away from the hands and feet
81
•James-Lange Theory
–Your body first experiences the
physiological reaction, then you
automatically experience the
emotion depending on what
occurs in the body
–In other words: We feel sad
because we cry, angry because we
punch
–Evidence Supporting this theory:
•Spinal cord injured patients
experience a less intense emotion
•Anger causes blood to rush to the
hands and feet, fear causes blood to
rush away from the hands and feet
81
Emotion Demo 1
82
82
Theories of Emotion
•Cannon-Bard Theory
–States the emotion is first
felt in the thalamus, then it
is simultaneously direct to
the cerebral cortex and the
autonomic nervous system
–Evidence supporting this
theory:
•Even people with a
suppressed nervous system
can experience emotions too
83
•Cannon-Bard Theory
–States the emotion is first
felt in the thalamus, then it
is simultaneously direct to
the cerebral cortex and the
autonomic nervous system
–Evidence supporting this
theory:
•Even people with a
suppressed nervous system
can experience emotions too
83
Emotion Demo 2
Theories of Emotion
•Two-Factor (Schachter-Singer)
–Also Known as the cognitive theory of
emotion
–The interplay of thinking and feeling
–Evidence Supporting this theory:
•Most emotions invoke the same
physiological response
•Men injected with epinephrine and placed
in a waiting room with a confederate will
“catch” the confederates emotion
85
•Two-Factor (Schachter-Singer)
–Also Known as the cognitive theory of
emotion
–The interplay of thinking and feeling
–Evidence Supporting this theory:
•Most emotions invoke the same
physiological response
•Men injected with epinephrine and placed
in a waiting room with a confederate will
“catch” the confederates emotion
85
Emotion Demo 3
Section Assessment
1.Which theory of emotion implies that people can change
their emotions simply by changing the way they think
about the situation and their arousal?
(A)James-Lange Theory
(B)Cannon-Bard Theory
(C)Schachter’s Two-Factor Theory
(D)Opponent Processing Theory
2.Which theory of emotion would indicate that people’s
emotions are experienced simultaneously with arousal?
(A)James-Lange Theory
(B)Cannon-Bard Theory
(C)Schachter’s Two-Factor Theory
(D)Opponent Processing Theory
87
1.Which theory of emotion implies that people can change
their emotions simply by changing the way they think
about the situation and their arousal?
(A)James-Lange Theory
(B)Cannon-Bard Theory
(C)Schachter’s Two-Factor Theory
(D)Opponent Processing Theory
2.Which theory of emotion would indicate that people’s
emotions are experienced simultaneously with arousal?
(A)James-Lange Theory
(B)Cannon-Bard Theory
(C)Schachter’s Two-Factor Theory
(D)Opponent Processing Theory
87
Learning Goal:
What are the components of an emotion?
88
Rating Student Evidence
4.0
Expert
I can teach someone else about the components
of emotions. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze the components of emotions, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with the
components of emotions, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!
What are the components of an emotion?
88
Rating Student Evidence
4.0
Expert
I can teach someone else about the components
of emotions. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze the components of emotions, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with the
components of emotions, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!
Fails 2010 Compilation
5 and 6: Expressed Emotion and
Embodied Emotion•Learning Goals:
–Students should be able to answer the following:
1. What is the link between emotional arousal and the autonomic nervous system?
2. Do different emotions activate different physiological and brain patterns?
interpret and label them?
3.How do we communicate nonverbally?
4. Are nonverbal expressions of emotion universally understood across cultures?
5. Do our facial expressions influence our feelings?
90
Rating Student Evidence
4.0
Expert
I can teach someone else about how emotions are
expressed and embodied. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how emotions are expressed and embodied,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated how emotions are expressed
and embodied, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Embodied Emotion•Learning Goals:
–Students should be able to answer the following:
1. What is the link between emotional arousal and the autonomic nervous system?
2. Do different emotions activate different physiological and brain patterns?
interpret and label them?
3.How do we communicate nonverbally?
4. Are nonverbal expressions of emotion universally understood across cultures?
5. Do our facial expressions influence our feelings?
90
Rating Student Evidence
4.0
Expert
I can teach someone else about how emotions are
expressed and embodied. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how emotions are expressed and embodied,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated how emotions are expressed
and embodied, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Emotions & The Autonomic Nervous System
91
Epinephrine & Norepinephrine
91
Epinephrine & Norepinephrine
Arousal and Performance
92
•Complex Tasks require
lower emotional arousal
•Simple Tasks can be
sustained with higher
emotional arousal
•Performance is usually best
at moderate to high arousal
(not too low, not too high)
92
•Complex Tasks require
lower emotional arousal
•Simple Tasks can be
sustained with higher
emotional arousal
•Performance is usually best
at moderate to high arousal
(not too low, not too high)
Lie Detection
•Polygraph
–Measures physiological arousal while
being asked yes or no questions
–Most used lie detection method (although
it is highly unreliable)
–Breathing rate, blood pressure, heart rate,
skin perspiration
•Guilty Knowledge Test
–Present false and true information about
the details of a crime to a suspect and
gauge their reaction
–Said to be better than a polygraph
•Microexpressions (Paul Ekman)
–Facial expressions that last for 1/25- 1/3 of
a second
•fMRIs
–Looks at brain imagery where certain parts
of the brain “light up” when people are
making a creative lie
93
•Polygraph
–Measures physiological arousal while
being asked yes or no questions
–Most used lie detection method (although
it is highly unreliable)
–Breathing rate, blood pressure, heart rate,
skin perspiration
•Guilty Knowledge Test
–Present false and true information about
the details of a crime to a suspect and
gauge their reaction
–Said to be better than a polygraph
•Microexpressions (Paul Ekman)
–Facial expressions that last for 1/25- 1/3 of
a second
•fMRIs
–Looks at brain imagery where certain parts
of the brain “light up” when people are
making a creative lie
93
Lie Detection
Lie Detection
95
95
Lie Detection
96
96
Lie Detection
97
97
Polygraph Findings
98
98
Learning Goal: What theories explain
emotions?
SPILL-OVER EFFECT
•When emotion from one event
spills over into another event
•Supports Schatcher-Singer
Two Factor Theory
•Experiment: Walking the
Bridge
•Examples:
–Rioting after team wins Super
Bowl
–Falling in Love at the Gym
99
emotions?
SPILL-OVER EFFECT
•When emotion from one event
spills over into another event
•Supports Schatcher-Singer
Two Factor Theory
•Experiment: Walking the
Bridge
•Examples:
–Rioting after team wins Super
Bowl
–Falling in Love at the Gym
99
Different Roads to Emotions
•Zajonc & LeDoux (low road)
–Concludes that simple
emotions (fear, anger) are
processed without thinking
and emotions can occur
before cognition takes place
–Example: We still fear
snakes even when we know
it is a harmless snake
•Lazarus (high road)
–Concludes that complex
emotions like guilt,
happiness, and love involve
how we appraise the
situation (Cognitive
Appraisal Theory)
100
•Zajonc & LeDoux (low road)
–Concludes that simple
emotions (fear, anger) are
processed without thinking
and emotions can occur
before cognition takes place
–Example: We still fear
snakes even when we know
it is a harmless snake
•Lazarus (high road)
–Concludes that complex
emotions like guilt,
happiness, and love involve
how we appraise the
situation (Cognitive
Appraisal Theory)
100
Nonverbal Communication, Display Rules and
Emotions
•Women read non-verbals better
than men
•Fear and Anger come from eyes
•Most likely to pick out angry faces
faster than happy faces
•Body language changes by culture,
but Facial expressions are the same
worldwide
•Display Rules: Different cultures
will display different expressions
based on certain situations
–Example: Japanese Medical
students watching a surgery
101
Which is the real smile?
WATCH THIS
Emotions
•Women read non-verbals better
than men
•Fear and Anger come from eyes
•Most likely to pick out angry faces
faster than happy faces
•Body language changes by culture,
but Facial expressions are the same
worldwide
•Display Rules: Different cultures
will display different expressions
based on certain situations
–Example: Japanese Medical
students watching a surgery
101
Which is the real smile?
WATCH THIS
Facial Expressions
1. Communicate Emotion
2. Amplify Emotion
3. Regulate Emotion
•Research on Facial Expressions:
–Facial expressions provide the best nonverbal
communication as to how someone is feeling
–Facial-Feedback Phenomenon
•Making a certain type of face will amplify emotions
•Students who fake smile when looking at cartoons find them to be
funnier
•Students who frown report more sadness when looking at sad
pictures.
•Mimicking another person’s facial expression with increase
empathy
•This evidence supports the James-Lange Theory
102
1. Communicate Emotion
2. Amplify Emotion
3. Regulate Emotion
•Research on Facial Expressions:
–Facial expressions provide the best nonverbal
communication as to how someone is feeling
–Facial-Feedback Phenomenon
•Making a certain type of face will amplify emotions
•Students who fake smile when looking at cartoons find them to be
funnier
•Students who frown report more sadness when looking at sad
pictures.
•Mimicking another person’s facial expression with increase
empathy
•This evidence supports the James-Lange Theory
102
Experienced Emotions
Izard (1977) isolated 10 emotions. Most of them are
present in infancy, except for contempt, shame, and
guilt. What do you think this can tell us about
emotions?
103
Izard (1977) isolated 10 emotions. Most of them are
present in infancy, except for contempt, shame, and
guilt. What do you think this can tell us about
emotions?
103
Learning Goal:
1. What is the link between emotional arousal and the autonomic nervous system?
2. Do different emotions activate different physiological and brain patterns?
interpret and label them?
3.How do we communicate nonverbally?
4. Are nonverbal expressions of emotion universally understood across cultures?
5. Do our facial expressions influence our feelings?
104
Rating Student Evidence
4.0
Expert
I can teach someone else about how emotions are
expressed and embodied. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how emotions are expressed and embodied,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated how emotions are expressed
and embodied, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
1. What is the link between emotional arousal and the autonomic nervous system?
2. Do different emotions activate different physiological and brain patterns?
interpret and label them?
3.How do we communicate nonverbally?
4. Are nonverbal expressions of emotion universally understood across cultures?
5. Do our facial expressions influence our feelings?
104
Rating Student Evidence
4.0
Expert
I can teach someone else about how emotions are
expressed and embodied. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how emotions are expressed and embodied,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated how emotions are expressed
and embodied, but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
7: Stress and Health
•Learning Goals:
–Students should be able to answer the following:
1. What are the causes and consequences of fear, anger and happiness?
2. What is stress?
3. Why are some of us more prone than others to coronary heart disease?
105
Rating Student Evidence
4.0
Expert
I can teach someone else about stress and how it
is intertwined with health. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze stress and how it is intertwined
with health, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated with stress and
how it is intertwined with health, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
•Learning Goals:
–Students should be able to answer the following:
1. What are the causes and consequences of fear, anger and happiness?
2. What is stress?
3. Why are some of us more prone than others to coronary heart disease?
105
Rating Student Evidence
4.0
Expert
I can teach someone else about stress and how it
is intertwined with health. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze stress and how it is intertwined
with health, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated with stress and
how it is intertwined with health, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
Basic Emotions: Fear
•Extreme Fear is called Terror
•Fear increases the release of epinephrine
•Biology & Fear
–Its all about the Amygdala
•People who have damage to their amygdala will trust scary-looking
people
•There is a gene that influences how much serotonin the amygdala
uses, which leads to different fear responses
•Are Fears Learned or Not? (judge the following statements)
–Lab raised monkeys do not fear snakes, but wild monkeys do
–Humans are more quick to develop a fear of spiders than a fear
of guns.
–Infants start to fear heights after they begin crawling
–Monkeys can observe other monkeys being afraid of a snake
and they will fear a snake, but after watching other monkeys
appear to be afraid of a flower, they do not fear flowers
106
•Extreme Fear is called Terror
•Fear increases the release of epinephrine
•Biology & Fear
–Its all about the Amygdala
•People who have damage to their amygdala will trust scary-looking
people
•There is a gene that influences how much serotonin the amygdala
uses, which leads to different fear responses
•Are Fears Learned or Not? (judge the following statements)
–Lab raised monkeys do not fear snakes, but wild monkeys do
–Humans are more quick to develop a fear of spiders than a fear
of guns.
–Infants start to fear heights after they begin crawling
–Monkeys can observe other monkeys being afraid of a snake
and they will fear a snake, but after watching other monkeys
appear to be afraid of a flower, they do not fear flowers
106
Basic Emotions: Anger
•Extreme Anger is called Rage
•We become angry most often because of
a perceived misdeed by a friend or loved
one.
•Small annoyances can also produce anger
(Traffic, foul odors and high temperatures)
•Gender Differences in Anger Management
–Boys walk away or exercise
–Girls talk to friends or listen to music
–Best way to resolve anger: Walk away and
Forgive
107
•Extreme Anger is called Rage
•We become angry most often because of
a perceived misdeed by a friend or loved
one.
•Small annoyances can also produce anger
(Traffic, foul odors and high temperatures)
•Gender Differences in Anger Management
–Boys walk away or exercise
–Girls talk to friends or listen to music
–Best way to resolve anger: Walk away and
Forgive
107
Catharsis Theory
•Venting anger through
action or fantasy achieves
an emotional release or
catharsis.
–Examples: Hitting a Pillow,
Burning an Ex’s picture
•Issues with Catharsis:
–Leaves a person feeling
guilty
–Creates a new threshold of
anger
–Encourages future anger
outburst (reward system
that is habit-forming)
108
•Venting anger through
action or fantasy achieves
an emotional release or
catharsis.
–Examples: Hitting a Pillow,
Burning an Ex’s picture
•Issues with Catharsis:
–Leaves a person feeling
guilty
–Creates a new threshold of
anger
–Encourages future anger
outburst (reward system
that is habit-forming)
108
Catharsis Theory
Basic Emotions: Happiness
•People who are happy:
–perceive the world as being safer.
–are able to make decisions easily,
–are more cooperative,
–rate job applicants more favorably,
–and live healthier, energized, and
more satisfied lives.
•Feel-Good, Do-Good Phenomenon
–When we feel happy we are more
willing to help others
110
•People who are happy:
–perceive the world as being safer.
–are able to make decisions easily,
–are more cooperative,
–rate job applicants more favorably,
–and live healthier, energized, and
more satisfied lives.
•Feel-Good, Do-Good Phenomenon
–When we feel happy we are more
willing to help others
110
Basic Emotions: Happiness
•Our positive moods rise to a maximum within 6-7
hours after waking up. Negative moods stay more or
less the same throughout the day.
111
•Our positive moods rise to a maximum within 6-7
hours after waking up. Negative moods stay more or
less the same throughout the day.
111
Wealth, Happiness and Satisfaction
•It is true that people with more money are
happier than those who struggle for their
basic needs
•Losses of money are more emotional than
gains in money
•People in rich countries are only slightly
happier than those in poor countries
•Subjective Well-Being of college students is
correlated with those who value Love over
Money; report greater life satisfaction
•Winning the lottery will make people happy in
the short-term, but they eventually return to
their original state of happiness
•Wealth is like health: its utter absence can
breed misery, yet having it is no guarantee of
happiness
112
•It is true that people with more money are
happier than those who struggle for their
basic needs
•Losses of money are more emotional than
gains in money
•People in rich countries are only slightly
happier than those in poor countries
•Subjective Well-Being of college students is
correlated with those who value Love over
Money; report greater life satisfaction
•Winning the lottery will make people happy in
the short-term, but they eventually return to
their original state of happiness
•Wealth is like health: its utter absence can
breed misery, yet having it is no guarantee of
happiness
112
Adaption & Comparison
•Adaption-Level Phenomenon
–Our tendency to adapt to new things over time
–Example: at first you are excited about your
new cell phone, but as time wears on, it
become just another piece of technology
–Example: Lottery winners eventually adapt to
their winnings
•Relative Deprivation
–The sense that we’re worse off than people
around us
–Keeping up the with Jones
113
•Adaption-Level Phenomenon
–Our tendency to adapt to new things over time
–Example: at first you are excited about your
new cell phone, but as time wears on, it
become just another piece of technology
–Example: Lottery winners eventually adapt to
their winnings
•Relative Deprivation
–The sense that we’re worse off than people
around us
–Keeping up the with Jones
113
Predictors of Happiness
114
114
Stress
115
115
How does stress affect the body and mind?
What is stress?
•Stress Defined by Psychologists: the process by
which we perceive and respond to threats that
challenge us
•Daily Hassles vs. Life Changing Stressors
116
Daily Hassle Stressors
1.Health
2.Money
3.Work
4.Transportation
5.Relationships
Life Changing Stressors
1. Injury/Death of a Loved One
2. Divorce
3. Moving
4. Physical Changes in Health
5. Marriage
What is stress?
•Stress Defined by Psychologists: the process by
which we perceive and respond to threats that
challenge us
•Daily Hassles vs. Life Changing Stressors
116
Daily Hassle Stressors
1.Health
2.Money
3.Work
4.Transportation
5.Relationships
Life Changing Stressors
1. Injury/Death of a Loved One
2. Divorce
3. Moving
4. Physical Changes in Health
5. Marriage
•How does the body react to stress? Do you have GAS?
•Hans Selye’s research on rats led to General Adaptation Syndrome
•Selye’s concept of the body’s adaptive response to stress in three
phases – alarm, resistance, exhausion.
•Critical Thinking: Which phase is a person most likely to suffer a
physical illness?
117
Cortisol levels
increase as it is
secreted from the
adrenal glands
How does stress affect the body and mind?
•Hans Selye’s research on rats led to General Adaptation Syndrome
•Selye’s concept of the body’s adaptive response to stress in three
phases – alarm, resistance, exhausion.
•Critical Thinking: Which phase is a person most likely to suffer a
physical illness?
117
Cortisol levels
increase as it is
secreted from the
adrenal glands
How does stress affect the body and mind?
•Type A
–Competitive, Impatient, Time-conscious, easily
angered
–Type A people experience higher level of
stress causing hormones
–Accountants are more likely to experience
heart attacks during tax season
–Anger is the most important factor in causing
heart attacks
•Type B
–Easygoing, Mellow, Laidback
–Still can get angry, but less likely to develop
heart disease
•QUESTION: Which type of person is
rewarded more in American society?
118
How does stress affect the body and mind?
–Competitive, Impatient, Time-conscious, easily
angered
–Type A people experience higher level of
stress causing hormones
–Accountants are more likely to experience
heart attacks during tax season
–Anger is the most important factor in causing
heart attacks
•Type B
–Easygoing, Mellow, Laidback
–Still can get angry, but less likely to develop
heart disease
•QUESTION: Which type of person is
rewarded more in American society?
118
How does stress affect the body and mind?
•Perceived Control
–An absence of control over stressors is a predictor of
future health problems. Rates will experience less ulcers
if they can control shocks
–Perceived control has the ability to extend one’s life when
admitted to nursing homes or rehab centers
•Explanatory Style
–People with an optimistic explanatory style tend to have
more control over stressors, cope better with stressful
events, have better moods and a strong immune system
•Social Support
–Supportive family members and close friends help people
cope with stress. Their immune system functions better
with lower blood pressure
–People with cancer do better when supported by groups
and loved ones
–People who attend church services tend to live longer
119
How does stress affect the body and mind?
–An absence of control over stressors is a predictor of
future health problems. Rates will experience less ulcers
if they can control shocks
–Perceived control has the ability to extend one’s life when
admitted to nursing homes or rehab centers
•Explanatory Style
–People with an optimistic explanatory style tend to have
more control over stressors, cope better with stressful
events, have better moods and a strong immune system
•Social Support
–Supportive family members and close friends help people
cope with stress. Their immune system functions better
with lower blood pressure
–People with cancer do better when supported by groups
and loved ones
–People who attend church services tend to live longer
119
How does stress affect the body and mind?
How to Manage Stress
•Experience Less Stress By:
–Having a sense of control
–Developing optimistic attitude (cognition)
–Building a social support system
•Manage your Stress
1.Aerobic exercise (produce new brain cells)
2.Biofeedback (machine based)
3.Relaxation
4.Meditation
5.Spirituality
120
How does stress affect the body and mind?
•Experience Less Stress By:
–Having a sense of control
–Developing optimistic attitude (cognition)
–Building a social support system
•Manage your Stress
1.Aerobic exercise (produce new brain cells)
2.Biofeedback (machine based)
3.Relaxation
4.Meditation
5.Spirituality
120
How does stress affect the body and mind?
121
Crazy German Kid… definitely Type A personality
Crazy German Kid… definitely Type A personality
Review Mini FRQ
Janet just finished competing in a bowling
tournament with a group from her office.
Unfortunately they lost. Explain how the
following terms might affect Janet after the
match as she goes to a restaurant with
friends.
•Spill-Over Effect
•Catharsis
•Framing
122
Janet just finished competing in a bowling
tournament with a group from her office.
Unfortunately they lost. Explain how the
following terms might affect Janet after the
match as she goes to a restaurant with
friends.
•Spill-Over Effect
•Catharsis
•Framing
122
Learning Goal:
. What are the causes and consequences of fear, anger and happiness?
2. What is stress?
3. Why are some of us more prone than others to coronary heart disease?
123
Rating Student Evidence
4.0
Expert
I can teach someone else about stress and how it
is intertwined with health. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze stress and how it is intertwined
with health, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated with stress and
how it is intertwined with health, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
. What are the causes and consequences of fear, anger and happiness?
2. What is stress?
3. Why are some of us more prone than others to coronary heart disease?
123
Rating Student Evidence
4.0
Expert
I can teach someone else about stress and how it
is intertwined with health. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze stress and how it is intertwined
with health, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated with stress and
how it is intertwined with health, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!
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