![]() ![]() A further implication is that the process works in reverse: if you are motivated to change how you feel and your feeling is associated with a specific facial expression, you can change that feeling by purposively changing your facial expression. This implies that there are a small number of unique biological responses that are genetically hard-wired to specific facial expressions. Evidence suggests there is a small core of core emotions (perhaps 6 or 8) that are uniquely associated with a specific facial expression (Izard, 1990). Emotions occur as a result of an interaction between perception of environmental stimuli, neural/hormonal responses to these perceptions (often labeled feelings), and subjective cognitive labeling of these feelings (Kleinginna and Kleinginna, 1981b). The relationship of motivation and emotionĮmotion (an indefinite subjective sensation experienced as a state of arousal) is different from motivation in that there is not necessarily a goal orientation affiliated with it (Huitt, 2003a). Is this a conditioning (is the individual behaving because of past classical or operant conditioning), another type of external motivation such as social or ecological, an internal motivational process (e.g., cognition, emotion, or self-regulation), or is there some better explanation? However, the major issue is one of explaining this phenomenon. This inverted-U-shaped curve of behavior is well-known and widely acknowledged (e.g., Yerkes & Dodson, 1908). That is, are changes in behavior better explained by principles of environmental/ecological influences, perception, memory, cognitive development, emotion, explanatory style, or personality or are concepts unique to motivation more pertinent.įor example, it is known that people respond to increasingly complex or novel events (or stimuli) in the environment up to a point and then the rate of responding decreases. The major question among psychologists, in general, is whether motivation is a primary or secondary influence on behavior. Most motivation theorists assume that motivation is involved in the performance of all learned responses that is, a learned behavior will not occur unless it is energized. While still not widespread in terms of introductory psychology textbooks, many researchers are now beginning to acknowledge that the factors that energize behavior are likely different from the factors that provide for its persistence. ![]()
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