psy 235 motivational system (Questions + Answers) Solved
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Psy 235 motivational system
Institution
Psy 235 Motivational System
refers to cases in which your cognitions/beliefs are inconsistent/in opposition with one
another/behavior - ️️dissonance theory & Festinger & Carlsmith (1959): what are
the main components of dissonance theory?
good parenting: strong contingency, consistent
bad parenting: weak contingency, ...
psy 235 motivational system
refers to cases in which your cognitions/beliefs are inconsistent/in opposition with one
another/behavior - ✔️✔️dissonance theory & Festinger & Carlsmith (1959): what are
the main components of dissonance theory?
good parenting: strong contingency, consistent
bad parenting: weak contingency, child can not control what situation Z, inconsistent -
✔️✔️we described a model of styles of child-caretaker interaction, which included
promotion and prevention focus styles. what distinguishes good parenting from bad
parenting?
how can I control my behaviors to get what I want? - ✔️✔️self-regulation
what does the world want from me? - ✔️✔️social-regulation
the nature and function of wanting - ✔️✔️motivation
combined helps child figure out the world intellectually, children learn how to get what
they want - ✔️✔️how are self-regulation and social-regulation related?
level 1: birth to first year of life, when something about me happens, something else
happens *contingency learning* (child cries -> parent withdraws love)
level 2: 1st year to 18/24 months, response of caregiver means something to me (self
feature -> other response -> self psychological situation) *communication with a
purpose begins here*
level 3: 4 to 6 years, start of self regulation and social regulation blending (what do other
people want? caregiver's response is really about what they want in their head) *other's
standpoint on my self feature*
level 4: 9 to 11 years, caregiver doesn't care about the features themselves, but the
child becoming a good person
level 5: 13 years, different people expect different things - ✔️✔️we described a model
of development with five levels. know each of the levels: what is the important
advancement made at each level? how does this advancement relate to the processes
of learning self- and social-regulation?
desired behaviors:
- managing modes: bolstering (hug, kiss, reward in a positive way), prudent (remove
negatives from child's life, remove barriers)
undesired behaviors:
- disciplining modes: love withdrawing, punitive/critical (introducing negatives to the
child's life)
, *prevention focus: prudent and punitive (negatives)
*promotion focus: bolstering and love withdrawing (positives) - ✔️✔️we described a
model of styles of child-caretaker interaction, which included promotion and prevention
focus styles. know the kinds of contingencies for each style of parenting.
promotion focus (bolstering and love withdrawing): pleasure is the presence of positives
and pain is the absence of positives -> advancement
prevention focus (prudent and punitive): pleasure is the absence of negatives and pain
is the presence of negatives -> easiness - ✔️✔️we described a model of styles of child-
caretaker interaction, which included promotion and prevention focus styles. what is
pleasure and pain for each style?
promotion: when I do things right I feel happy, when I do things wrong I feel
sad/depressed
prevention: when I do things right I feel relieved/relaxed, when I do things wrong I feel
anxious/worried - ✔️✔️we described a model of styles of child-caretaker interaction,
which included promotion and prevention focus styles. what are the primary emotional
responses for each style?
rejecting modes: neglectful (constant absence of positives), abusive (constant presence
of negatives)
doting modes: spoiling (constant presence of positive), over-protective (prevention,
constant absence of negatives) - ✔️✔️forms of bad parenting
why do people do what they do?
- inferences that people make about the causes of events and behavior
- attributions impact learning behavior of children
(ex. when kids were told they passed a test because they were 'so smart' vs. when they
were told they passed because they 'worked hard') - ✔️✔️what are attributions? why
are they important for self-regulation?
Heider's lay scientific theory of behavior:
actor's disposition + immediate situation = behavior
X (person) + Y (situation) = Z (behavior)
discounting: X decreases as Y increases (expected behavior in situation)
augmentation: X increases as Y decreases (unexpected behavior in situation) -
✔️✔️what is Heider's lay scientific theory of behavior? what are the principles of
discounting and augmentation?
2 variables manipulated:
- was the essay pro-castro or anti-castro?
- did the student have a choice in the topic or was he assigned to it?
discounting: X decreases as Y increases
- choice condition:
10 (person) + 0 (situation) = 10 (behavior)
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