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psy 235 motivational system Questions and Answers (100% Pass)

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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-regulatio...

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  • November 18, 2024
  • 17
  • 2024/2025
  • Exam (elaborations)
  • Questions & answers
  • Psy 235
  • Psy 235
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1|Page | © copyright Master01| Grade A+




psy 235 motivational system
Questions and Answers (100% Pass)
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)




Master01 |Excellent Study Material| Latest update

, 1|Page | © copyright Master01| Grade A+

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)


Master01 |Excellent Study Material| Latest update

, 1|Page | © copyright Master01| Grade A+

*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?




good parenting: strong contingency, consistent
Master01 |Excellent Study Material| Latest update

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