Psychology 364: Class Log
This page is under perpetual construction
December 5, 2019, 28th & last class: Growth Motivation conclude
Pilgrim, how you journey
On the road you choose
To find out why the winds die
And where the stories go.
All days come from one day
That much you must know,
You cannot change what’s over
But only where you go. Enya, Pilgrim
Distribution of multiple choice questions for Test #3:
ch 10 15 questions
ch 12 11
ch 13 17
ch 14 18
ch 15 15
Don't forget to do the course/instructor evaluation: The evaluations will remain open until Friday, December 6th, which is the last day of classes before finals.
December 3, 2019, 27th class: Growth Motivation
As well as coping with our own wants, needs, beliefs, and desires, we have to cope with predicting those of other people, often based on some sort of mysterious, unspoken rules. We need to “tag” our contacts list, to sort our world into the types of people, situations, events that well be either good or bad for us, or will make us feel good or feel bad. Our brains will (automatically and unconsciously) give a “like” rating to members of our various groups, encouraging us to seek out and spend time with such individuals. And it can, equally rapidly and automatically, attach a “threat alert” to people who have not been designated as part of our social networks, triggering an “avoidance” response which it can be difficult to overcome. Part of our ability to be social means that we have an inbuilt tendency to be biased, both positively and negatively. (Rippon, 2019, p. 120)
last assignment: At the start of the semester you wrote me a list of five things you wanted to learn this semester in our class. We are now at the end of the semester: How have you done in achieving your goals? Write your answer, print out, and turn in Wednesday for a final 2 points.
Last extra credit paper due on Monday, 12-9-19 at Test #3; any make-up work (assignments, quizes, qusetions) due Friday 12-6-19 at 12:00 noon. Neither Ms. Wise nor I have office hours during finals week.
November 20, 2019, 26th class Emotions IV
Shelley's Ozymandias
I met a traveller from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert. Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed:
And on the pedestal these words appear:
"My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!"
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.
There is an error on our syllabus: the reading assignment for week 15 (our last week of class) should be for ch. 15: Growth Motivation & Positive Psychology, not ch 16 (which we have already covered). Please bring your question for ch. 15 to class Monday, December 2nd.
Have a warm and safe Thanksgiving break, may your emotions be largely positive and you motivations productive. Dr. H & Ms. Wise
November 18, 2019, 25th class Emotions IV
“Listen to the mustn'ts, child. Listen to the don'ts. Listen to the shouldn'ts, the impossibles, the won'ts. Listen to the never haves, then listen close to me... Anything can happen, child. Anything can be.”
― Shel Silverstein
Extra credit for unit 3 (our final five weeks): listen to a U-Tube lecture of Dr. Panksepp or Dr. Barrett (your choice), give the reference. Write a summary of their presentation and your reaction to it. What do your agree with, what are you not sure about? Worth a maximum of 10 points. Due on or before test #3.
November 13th, 24th class: Emotions III
November 11th, 23rd class: Emotions II
that the greater part of our happiness or misery depends upon our dispositions, and not upon our circumstances.
Martha Washington, little recognized as an early behavior therapist
in class activity: a half smile (Thich Nhat Hanh)
How are you feeling right now? Take a moment and consider your current mood. How would you describe your current emotional experience? Write a sentence or two or three describing any emotions you are currently aware of.
For the next few minutes practice keeping a half smile on your face (If you have trouble remembering, hold a pen gently in your mouth).
Hold that half smile while we talk about emotions. Discussion
November 6th, class cancelled, Dr. House ill
November 4th, 22nd class: Emotions I
What we experience as "certainty"--the feeling of knowing what is true about ourselves, each other, and the world around us--is an illusion that the brain manufactures to help us make it through each day. Giving up a bit of certainty now and then is a good idea. Lisa Feldman Barrett (2018, p. 288)
in class activity
October 30th, 21st class: Personal Control Beliefs
"I think I can, I think I can, I think I can." The Little Engine That Could
This is the last of the "cognitive" chapters we will consider; the next three weeks we will take up the "emotion" chapters
Turn in your question for ch. 12 on Monday
In class activity
October 28th, 2019, 20th class: Test No. 2
Turn in your question for ch. 10 on Wednesday (if you didn't turn it in today). We will have a quiz on ch. 10 on Wednesday. Next Monday: ch. 12, and question on ch. 12 due.
October 23rd, 2019, 19th class: cognitive dissonance theory
I must have had a good reason at the time. Thoughts I think to myself at times.
October 21st, 2019, 18th class: mind sets
Test #2 is next Monday, 10-28-19
I inadvertantly included some review questions from ch. 10 in the review guide for Test #2, ignore them, Test # 2 covers ch.s 6, 7, 8, 16, and 9; and our discussion of this material. (Extra credit option 2, if you elect to do it, is also due on Monday 10-28-19).
October 16th, 2019, 17th class implementing a plan
Assignment for next Monday:
Your mission: make a higher score on Test # 2 than you achieved on Test #1.
Make a plan to earn a higher score on Test #2.
Consider the material in your text and this lecture. Develop a plan to increase your score on our Test #2. Try to address/include as many helpful elements from the text or lecture as you can. Write up you plan, including implementation items, on a one page document. Turn in on Monday (10-21-19). Note: this assignment is worth up to 5 points.
October 14th, 2019, 16th class: plans, goals, values What's your plan?
No one plans to fail, they just fail to plan. (origin debated)
Test #2 will be Monday 10-28-19 (if you choose to do the extra credit assignment for our second section, this also is due 10-28-19).
review questions for Test #2
Assignment for Wednesday: Look at the Universal Human Values sheet; fill out the VLQ (do page 106 first, then 107); consider: How do your values affect your motivation? What discrepancies do you note between the values you expressed on page 106 and your behavior for the past week on 107? How do you make sense of these? How would you rate your happiness/life satisfaction for the past week. Do you think the values expressed and actualized have anything to do with this? For Wednesday (10-16-19), write me a paragraph about what sense you make of all this (You do not need to turn in your VLQ). 2 points (if turned in on time)
October 9th, 2019, 15th class uncounscious motivation cont.
Be warned: your intuitions will deliver predictions that are too extreme and you will be inclined to put far too much faith in them. (Kahneman., 2011, p. 194)
some class activities
October 7th, 2019, 14th class: uncounscious motivation
Who's in charge here? A question I sometimes ask myself.
October 2nd, 2019, 13th class Is there a deep structure to human dynamics?
Tell me who your friends are and I'll tell you who you are
Sean Gaffney & Seamus Cashman, Ed.s (1974, p. 39). Proverbs & Sayings of Ireland. New York: MJF Books.
The chapter and topic for next week is: ch. 16 Unconscious Motivation, your question on ch. 16 is due Monday.
September 30th, 2019, 12th class Implicit Motives
Look at the means which a man employs, consider his motives, observe his pleasures. A man simply cannot conceal himself! Confucius, The Analects
Assignment 7: (due Wednesday). Take your author's advice, spend some time taking an Implicit Association Test (https://implicit.harvard.edu/implicit/), the address in also on p. 156 of your text. Try a few, there are several options. Write me a paragraph: Did your explicit [conscous, how you think of yourself] attitudes line up well with the results of the IAT? What do you make of this? Did you learn anything about yourself that was a surprise? What do you make of this experience? (note: you do not need to reveal any of the specific results of your experience with the IAT to complete this assignment.)
remember: for next week, read ch. 16, unconscious motivations
September 25th, 2019, 11th class: Maslow's needs
Be all you can be U.S Army
September 23rd, 2019; 10th class: Why did she do that?: psychological needs
No, you can't always get what you want
You can't always get what you want
You can't always get what you want
But if you try sometime you find
You get what you need Rolling Stones
What is a psychological need?
What does it mean to need something?
On what basis do we judge need? (survival, life-satisfaction, happiness, contribution, respect/adoration, influence, understanding/knowledge, salvation?)
Once we move beyond survival and harm reduction, the judgment of need seems to shift to what constitutes a good life.
Why does Dr. House teach?
Assignment 6 (due Wednesday); What do you need? Write a paragraph (machine printed) on what would be a good life for you. Write a eulogy like statement of what would give satisfaction/closure/meaning to your life. 2 points. [Remember: for full credit, you need to have your name, the date, and "Assignment #6" on your paper.] Due: Wednesday 9-25-19
It all starts again: turn in your question for ch. 6 today, there will be a quiz on Wednesday and Assignment #6 is due Wednesday.
Extra credit for unit 2 (our second five weeks): Read and summarize in 2 to 3 pages, Reeve, ch. 11, The Self & Its Strivings. Worth a maximum of 10 points. Due on or before test #2.
September 18th, 2019; 9th class: Test #1
If you are doing the extra credit project for our first unit, turn it in today or Monday 9-23-19
September 16th, 2019; 8th class: Why did she do that? intrisic and extrinisic motivations
I want to make beautiful things, even if nobody cares. Saul Bass
House keeping: review
review for Test #1
September 10th, 2019; 7th class: physiological needs II
September 9th, 2019; 6th class: physiological needs
man doth not live by bread only, but by every word that proceedeth out of the mouth of the Lord doth man live. Deuteronomy 8: 2-3, King James version
physiological needs I Our first answers to "Why did she do that?"
housekeeping: turn in your question for ch 4 today, quiz ch 4 on Wednesday, there is a class activity (Assignment #5): Ms. Wise will not be in on Friday 9-13-19.
lectures
review:
September 3rd, 2019, 5th class, brain and behavior cont.
Act so that you treat humanity, whether in your own person or that of another, always as an end and never as a means only. Kant's categorical imperative
Brain and behavior cont.
Turn in your question for ch. 3 today, we will be having a quiz on ch. 3, and there is a class activity (Assignment #4)
Physiological Needs I
August 28, 2019; 4th class
"Anyone can become angry--that is easy, but to become angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way--that is not easy." Aristotle, The Nichmachean Ethics
lecture 4: Brain and behavior
housekeeping: Our next class will be a week from now (enjoy the Labor Day holiday), Thursday 9-4-19. You will turn in your questions for ch. 3 and take a quiz on ch. 3 on that day; and then turn in your question for ch. 4 the following Monday, 9-9-19.
Assignment 3: Consider a change you have made in your life. Can be a big change (college major, religious affilitation, dietary pattern) or small (what to wear today, soup or salad, which path to take to class). You don't need to talk about what the change was, but do consider and write down a few sentences about how you made the change: Deliberative or impulsive? How much did you consider the issues? Were your influenced by others, by information, by a new awareness of the situation? What motivated you to make this change. Write a few sentences capturing your thoughts about this and turn in (with your name, date, "assignment 3" label) next class (9-4-19). (Not a class assignment: if you are interested in making some deliberate changes in your life, you might consider Kelly McGonigal's book: The Willpower Instinct.)
Extra credit for unit 1 (our first five weeks): listen to Dr. Sapolsky's lecture (https://www.youtube.com/watch?v=2bnSY4L3V8s), then write me a brief (1-2 pages) summary of how he addresses questions of the motivation for a horrible/aggressive action (or a compassionate/caring action): what time scales does he use?, what factors does he consider? Worth a maximum of 10 points. Due on or before test #1.
August 26, 2019; 3rd class
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness. Declaration of Independence, July 4, 1776
lecture 3: History
housekeeping: Have you turned in already: assignment 1, 2, question 1? Turn in today: question 2; quiz 2 on Wednesday; review questions from ch. 1.:
August 21, 2019; 2nd class
There are two kinds of people in the world, those who believe there are two kinds of people in the world and those who do not. Variation of quip by Robert Benchley in a Vanity Fair article from February 1920: "There may be said to be two classes of people in the world; those who constantly divide the people of the world into two classes, and those who do not."
lecture 2: Research
assignments: (Here, again, is the general directive: put you name on anything you hand in; label the activity, e.g., "assignment #1", "question ch. 3", "extra credit 2", etc.; and put the date on the paper.)
turn in assignment #2: list of five things you would like to learn in this class this semester
Now, what would be the purpose of an assignment like this? ***
reading for next week: ch 2, bring in your question from ch. 2 next Monday
assignment #2, for Wednesday: (8-21-19) bring (i.e., do not e-mail, text, or smoke signal) to class a printed (by machine, I'm sure your handwritten printing is beautiful but it takes twice as long to read) list of 5 things you would like to learn in this class this semester.
Quiz today on ch. 1; there will be a quiz next Wednesday over ch. 2
August 19, 2019; 1st class
Aftab: Any words of advice for psychiatry trainees and young psychiatrists?
Harrington: My answer might surprise you, but it is an answer that you might expect from an historian rather than a clinician! It is to try sometimes to read the literature, including textbooks, against the grain. That is to say, do not just read to absorb the information being offered, but look also for possible gaps, contradictions, or incidental references to factors or issues that are not pursued, and then ask why not. This comes back to the point I made earlier: with every new chapter in the field, there is a risk that we don’t just become smarter, but also more ignorant. Reading against the grain can be a very effective way for every field—not just psychiatry—to better recognize its implicit biases and blind spots. (an interview with Dr. Anne Harrington, June 27, 2019 )
introduction to course
structure of our class: review syllabus
your author's position/assumptions/(biases)
Dr. Reeve believes a number of basic issues and questions about motivation have been resolved, "motivation and emotion scientists were able to reach a greater sense of consensus as to what constructs, ideas, theories, and findings are most important and meaningful" (p. iii).
Dr. Reeve appears to be very committed to Self-Determination Theory.
Dr. Reeve appears to consider primarily humans in his consideration of motivation.
your instructor's position/assumptions/(biases)
People (and most organisms) are naturally active (motivated) toward sustenance and away from harm.
Emotions reflect basic information processing: rapid, subcortically processed, evolved, usually adaptive, but . . ."
Human behavior is very complex and simple answers are very limited and often deceptive (and sometimes useful).
Extinsic motivation is not always (or even usually) harmful (What I actually believe is that the distinction between intrinsic and extrinsic motivation is artificial and not as meaningful as it initially appears.).
my goals for our class:
You gain a good overview of the basic concepts, theories, research approaches, issues, and applications in the study of motivation and emotion.
You leave our class with better questions than you entered with.
lecture 1: Why did she do that?
assignments: (Here is a general directive: put you name on anything you hand in; label the activity, e.g., "assignment #1", "question ch. 3", "extra credit 2", etc.; and put the date on the paper.)
in class assignment #1
reading for week: ch 1
assignment #2, for Wednesday: (8-21-19) bring (i.e., do not e-mail, text, or smoke signal) to class a printed (by machine, I'm sure your handwritten printing is beautiful but it takes twice as long to read) list of 5 things you would like to learn in this class this semester.
Also, bring to class Wednesday your question, #1, printed, from ch. 1 in our text (On a separate piece of paper, I know, killing trees, I do actually believe in global warming, depetion of the ozone layer, and don't like to needlessly waste paper; but: I plan to hand this back to you next Monday and I plan to keep your assignment #2 until the end of the semester).
There will be a quiz on Wednesday over: ch. 1
lecture 2: Research
714 × 536