Cognition, Emotion and Motivation Psychology Coursework

Cognition, Emotion and Motivation
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Cognition, Emotion, and Motivation
1.
External motivation basically refers to the driving force that drives an individual towards goal achievement. These may include but not limited to money, prizes and encouragement. On the other hand, internal motivation refers to the driving force that enables an individual to achieve a goal owing to personal satisfaction. For instance, the act of participation in a competition or setting up a personal business venture provides good examples. Some examples representing external motivation include writing an article for a specified website at a high-cost salary. Also doing a logo for one of the highly esteemed multinational companies motivates externally. Internal motivation examples include an individual’s determination to attain a college education or putting up a coveted business which makes an individual develop a certain level of enjoyment as well as personal satisfaction that equals to development of needed skill and competition. This reflects a personal accomplishment that does not focus on any reward in return. None of either external or internal motivation is more important; however, the context of the application is what matters. The awareness of the point at which we lack the necessary balance that could allow the creation of an ideal catalyst for the achievement of goals is crucial. For instance, the external events at times prompt the desired behavior in an individual, therefore, reinforcing the results. However, such actions also require positive mental and emotional shape besides the senses. The desired goals should always represent something of value that satisfies various psychological needs that eventually creates the necessary energy that fuels persistence (Reeve, 2018).
2.
Hunger refers to the physiological need that makes an individual crave and eat food. Hunger contractions occur in the stomach and are informally referred to as hunger pangs; this is usually triggered 12 to 24 hours after the last food ingestion in the stomach. There is the involvement of neural signals from the gastrointestinal tract (GI), hormones, psychological factors and nutrient blood levels in the regulation of hunger. In this case, the arcuate nucleus found in the hypothalamus part of the brain serves as the main regulatory organ for hunger and appetite. In this case, the hypothalamocortical, as well as hypothalamolimbic projections, cause hunger awareness alongside some of the somatic processes under the control of the hypothalamus. Then nucleus accumbens (NAc) which is an area in the brain coordinates transmission signals that eventually control feeding behavior. The various signaling molecules inside the NAc shell trigger the motivation to eat as well as affective reactions towards food (Reeve, 2018).
There are biochemical processes that enable obtaining of energy from the digested food that eventually helps in life sustenance. However, in the event that such substances exhaust within the body system, there is the creation of certain biological as well as psychological imbalances. The hunger motive is developed for the purposes of maintaining homeostasis. In this case, the contraction of stomach muscles leads to the creation of discomfort usually referred to as hunger pangs. Before taking any meal, the energy reserves within the body are usually under reasonable homeostatic balance. The body usually softens the influence of the homeostasis-disturbing influx of fuels through the release of insulin into the bloodstream, therefore, lowering the blood glucose levels. The condition of low glucose levels is what causes pre-meal hunger (Reeve, 2018).
3.
The scenario where rewards are not expected in the process of an individual working on a creative task does not affect motivation to a greater percentage. This is since the person does not register in his mind the fact that the task is controlled by rewards. However, either the adaptive or innovative cognitive style of the recipient influences the outcome benefits on the effects of extrinsic motivation on creativity. Notably, external events influence to a greater extent an individual’s perceived self-determination through control and information they have. Such circumstance produces either positive or negative on various forms of performances. Some rewards are known to have undermining effects on intrinsic motivation. It is important to note that the more controlling nature of an external event produces a lesser value that does not match an individual, making the event to be less internalized. This shows that the crucial component of motivation lies in the nature of the information that an individual has concerning the external event (Reeve, 2018).
According to SDT, behaviors that are extrinsically motivated are usually undertaken owing to pressures, constraints, as well as obligations that result from external sources. External motivation makes individuals try to obtain a reward or focus on a positive outcome or even avoidance of undesirable results. However, such externally regulated behaviors only thrive in the presence of specific external contingencies that may include control from instructors and strict laws and regulations. The absence of such contingencies makes individuals not to remain focused on the activity, therefore, easily abandons the task. A good illustration concerns students in a school set-up who reports for a morning class at eight o’clock for a physics test. The students may adhere since they fear to fail the class and at the same time obtain a good grade. In the case that external regulation provides their main motivation, for attending classes at eight in the morning, many will fail to show up unless attendance is mandatory (Reeve, 2018).
4.
Learned helplessness refers to a behavior pattern that involves some nature of maladaptive responses that are usually characterized by avoiding challenges or negative effects as a result of obstacles that may eventually lead to the destruction of problem-solving strategies. The presence of learned helplessness can be identified through such components as a contingency, cognition as well as behavior. In this case, contingency focuses on the identifiable relation that exists between an individual’s actions as well as the environmental responses. The contingency component is more operationalized for the purposes of uncontrollability. In such a scenario, it is not easy to relate an agent with specific responses. For example, the act of beating drums inside a room, the sound of the drum may not necessarily relate to the person beating the drum. However, the sound produced is subject to the interpretation of the hearer. Cognition, in this case, refers to the individual understanding and explanation of the contingency or their lack of explanation. The nature of the individual explanation of the environmental contingencies results in behavior. In this case, behavior focuses on the various observable effects that result from exposure to uncontrollable outcomes. The other example entails the scenario of a woman always shy within social domains. Such belief may eventually make the woman feel like there is actually nothing she can do for the purposes of improving or overcoming the symptoms as revealed (Reeve, 2018).
5.
Growing in an environment that impacts self-reliance, higher aspirations and performance, real-life experiences as well as high standards of excellence including other positive valuation of achievement-related pursuits contributes towards development. Such experiences contribute towards rich achievement imagery that is crucial for influences in both socialization and cognitive aspects. Having such a support mechanism at home environment encourages the need for achievement. Developmental influences enable an individual to learn how to cope with instances of shame and pride through experiences owing to the levels of excellence portrayed. The fulfillment of the social need in my life helped me in developing positive emotion that has really helped me from my childhood especially in the building of personal relationships, succeeding in my family life and also the ability to encounter tough situations such as emotional grief owing to loss. The aspect of my parents imposing high standards on various life domains during my childhood years helped me in developing a high need for achievement. At some point in my childhood, my parents used so much affirmation and praises in every positive thing I did, and through such socialization techniques, I managed to develop a high need for affiliation (Reeve, 2018).
Another intentional contribution to my cognitive and development abilities came during a period of a severe outbreak of acute respiratory syndrome. At this point in life as children, we were always encouraged to wash our hands frequently. This later led to improvement towards my hand-washing behaviors after undertaking lessons where we were taught about germs as living things capable of thriving under certain circumstances and also dies when exposed to certain conditions. Such a lesson provided me with a conceptual framework detailing reasons for considering carefully various standard instructions taught as fact.
6.
Short term goals seem to have great impacts on the vent that an individual is specific and clearly understands the end results. The ability to strictly follow a detailed plan makes creates high chances of achieving the desired short-term goals. They are usually straightforward since there is knowledge and rough idea on how to achieve and accomplish the goal. In this case, short-term goals require frequent feedbacks hence making them provide frequent opportunities that bring performance feedback. On the other hand, long-term goals r...