Chat with AIExam 14: Motivation and Affect
Day after day, Raymond's history teacher lectures about the subject matter in a dry, unengaging manner and expects students simply to sit quietly and take notes. To make class a little more exciting for himself and the students sitting near him, Raymond often draws cartoon faces on the tips of his fingers and performs little finger-puppet shows at his desk. Raymond's behavior in class can probably best be explained as:
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Most early information processing theorists portrayed human cognition as being a relatively unemotional enterprise, but increasingly researchers have come to realize that cognition and emotion are closely intertwined. Drawing on the textbook's discussion of affect and its effects, describe three different ways in which cognitive processes and emotions are interrelated, and give a concrete example to illustrate each interrelationship you identify.
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Answered by Examlex AI CopilotOne way in which cognitive processes and emotions are interrelated is through the influence of emotions on attention and memory. Emotions can impact what we pay attention to and what we remember. For example, if someone is feeling anxious, they may be more likely to pay attention to potential threats in their environment and remember negative or threatening information more vividly. This can be seen in a situation where a person who is feeling anxious is more likely to notice and remember a news story about a recent crime in their neighborhood.
Another way in which cognitive processes and emotions are interrelated is through the impact of emotions on decision-making and problem-solving. Emotions can influence the way we approach and solve problems, as well as the decisions we make. For instance, someone who is feeling happy may be more likely to take risks and make decisions based on their positive emotions, while someone who is feeling sad may be more cautious and risk-averse. This can be observed in a scenario where a person who is feeling happy is more likely to make impulsive purchases or take on new challenges without fully considering the potential risks.
Lastly, cognitive processes and emotions are interrelated through the role of emotions in learning and motivation. Emotions can affect our motivation to engage in certain activities and can also impact our ability to learn and retain information. For example, a student who is feeling motivated and enthusiastic about a subject is more likely to engage in deep learning and retain the information for a longer period of time, compared to a student who is feeling disinterested or unmotivated. This can be seen in a situation where a student who is passionate about a particular topic is more likely to excel in that subject and retain the information for a longer period of time.
Which one of the following students is displaying intrinsic motivation?
(43) VerifiedA
Choose the teacher below who is most likely to promote a sense of autonomy in his or her students.
(39) Some motivation theorists believe that human beings have a basic need for relatedness.
a. In a paragraph, explain what theorists mean by this concept, and describe three different student behaviors you might see that would indicate a high need for relatedness.
b. In three additional paragraphs, describe three different strategies you might use to address students' need for relatedness in the classroom. Be specific as to what you might do.
(34) As a teacher, you have some students who clearly want to learn the subject matter you are teaching and other students who are interested only in the grades they get in your class.
a. Considering the textbook's discussion of extrinsic versus intrinsic motivation, how would you expect the two groups of students to differ in terms of classroom learning and performance? Describe five differences you are likely to see between them.
b. Describe three strategies you might use to promote intrinsic motivation in the grade-oriented students.
(28) From Maslow's perspective, which one of the following best reflects a deficiency need?
(34) Carlton often gets so wrapped up in a video game that he has little or no awareness of events going on around him. An entire afternoon can pass by very quickly as he meets one challenge after another in his video-game world. Carlton's motivation state can best be characterized as involving:
(31) Which one of the following individuals is most likely to have facilitating anxiety?
(27) Which one of the following individuals shows motivation consistent with self-worth theory?
(33) You go to an art museum on a Sunday afternoon. Other things being equal, which one of the following pictures are you most likely to remember?
(27) In a short paragraph, describe the basic idea underlying self-worth theory. In a second paragraph, explain what self-handicapping is and the role it plays with regard to self-worth. To illustrate your discussion, describe two different kinds of self-handicapping that might occur.
(26) With the textbook's discussion of arousal and anxiety in mind, identify the best approach to taking a challenging exam.
(28) Three of the following reflect general dispositions that theorists have described. Which one would not be considered a disposition as psychologists typically use the term?
(42) Which one of the following teaching strategies, while possibly beneficial in other ways, is least likely to foster productive dispositions in students?
(37) Three of the following teaching strategies should enhance students' sense of autonomy. Which one is unlikely to do so?
(36) An eighth grader named Marianne consistently refuses to do difficult classroom assignments because she's afraid of failing at them. Which one of the basic needs described in the textbook is Marianne most clearly trying to address?
(41) Which one of the following examples best illustrates the concept of situated motivation?
(33) Which of the following statements is true of situated motivation?
(33) Which one of the following best illustrates secondary control as a factor that can enhance a person's self of autonomy?
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