[Crash Course] Psychological XVII& XVIII Motivation & Knowledge Motivation: in its most basic sense, the need or desire to do something.
Why do we do anything? 1.An evolutionary perspective Instinct: innate 'drives' to act a certain way. But it is misguided. The presence of a tendency doesn't always mean it's supposed to be there. Today, we define instincts as complex, unlearned behaviours that have a fixed pattern throughout a species.
2.Drive-reduction Certain tendencies may be genetic, individual experience plays a major role in behaviour and motivation, as well. A physiological need, or drive, simply compels us to reduce that need. Ep: my need is food, my drive is hunger, my drive-reduction behaviour is burrito. Drive reduction is all about maintaining your body's homeostasis.
We're also pulled along by our incentives, the positive or negative stimuli that either entice or repel us. We're motivatied to maintain a balance between stimulation and relaxation.
3.Optional arousal We're motivated to avoid both boredom and stress. Adrenaline junkies may jump out of planes to hit their ideal level, whereas others might be satiated by an engaging book, or new knitting pattern.
4.Maslow's hierarchy of needs set priorities SELF-SPIRITUAL GROWTH SELF-ACTUALISATION ESTEEM OR RESPECT BELONGINGNESS AND LOVE SAFETY FOOD, WATER, AIRE, AND MODERATE TEMPERATURES
We are driven by at least three big motivators: Sex, hunger, need to belong
Our hunger is also shaped by our psychology, culture and mood. These factors don't just rule when we're hungry, they also guide what we're hungry for.
Our social needs have to be balanced with our autonomy, or sense of personal control, so we feel both connected and independent.
Developmental psychology: the study of our physical, cognitive, social, and emotional changes throughout our whole lives— from prenatal to preteen to post-retirement.
Schemas: mental frameworks that help interpret information
Assimilation: we interpret them in terms of our existing schemas.
Accommodation: adjust our schemas to adapt to the new experience.
Four-stage theory of cognitive development (Piaget) 1.Sensorimotor stage: birth-age 2. Lack the object of permanence. 2.Preoperational stage: age 2- 6/7. Marked by egocentrism. Animism. Have a hard time to: Reversibility. Centation. Start to forming their theory of mind, the ability to understand other people's feelings, thoughts and perceptions— as well as their own— and also how to predict behaviour. 3.Concrete operational stage:6/7-11/12. Think logically. Decentration. 4.Formal operational stage: 12-rest of our lives.