Study Guide for AP Psychology, Unit 7:

Motivation, Emotion & Personality

What motivates us to think and act the way we do?

Big Why do some people respond to stress in a healthier way than others?
Questions Why don’t psychologists agree?

Objectives of this Unit

Identify and apply basic motivational concepts to understand the behavior of humans and other animals.

Compare and contrast motivational theories, including the strengths and weaknesses of each.

Describe classic research findings in specific motivations.

Identify contributions of key researchers in the psychological field of motivation and emotion.

Discuss the biological underpinnings of motivation, including needs, drives,

and homeostasis.

Compare and contrast major theories of emotion.

Describe how cultural influences shape emotional expression, including variations in body language.

Discuss theories of stress and the effects of stress on psychological and physical well-being.

Describe and compare research methods that psychologists use to investigate personality.

Identify the contributions of major researchers in personality theory.

Compare and contrast the psychoanalytic theories of personality with other theories of personality.

Compare and contrast the behaviorist and social cognitive theories of personality with other theories of personality.

Compare and contrast humanistic theories of personality with other theories of personality.

Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept.

Compare and contrast trait theories of personality with other theories of personality.

Identify frequently used assessment strategies, and evaluate relative test quality based on reliability and validity of the instruments.
 Study Schedule
Day Main Ideas By the start of class…

1 Theories of Motivation + Specific Topics in Motivation Meyers:

P 400-431
Identify and apply basic motivational concepts to understand the behavior of
humans and other animals.

Compare and contrast motivational theories, including the strengths and

weaknesses of each.

Describe classic research findings in specific motivations.

Identify contributions of key researchers in the psychological field of motivation

and emotion.

Discuss the biological underpinnings of motivation, including needs, drives,

and homeostasis.

2 Theories of Emotion + Stress & Coping Meyers:

P 432-449,
450-463
Compare and contrast major theories of emotion.

Describe how cultural influences shape emotional expression, including Optional, for
variations in body language. the keenest
students who
Discuss theories of stress and the effects of stress on psychological and physical want to read
well-being. about
wellness:
P 464-480

3 Introduction to Personality + Psychoanalytic Theories of Personality Meyers:

P 576-590
Describe and compare research methods that psychologists use to investigate
personality.

Identify the contributions of major researchers in personality theory.

Compare and contrast the psychoanalytic theories of personality with other

theories of personality.

4
Behaviorism & Social-Cognitive Theories of Personality + Meyers:
Humanistic Theories of Personality P 591-595 +
P 606 - 610
Compare and contrast the behaviorist and social cognitive theories of personality with
other theories of personality.

Compare and contrast humanistic theories of personality with other theories of

personality.

Speculate how cultural context can facilitate or constrain personality development,

especially as it relates to self-concept.
 Study Schedule
Day Main Ideas By the start of class…

5 Trait Theories of Personality + Measuring Personality Meyers:

P 596 - 605
Compare and contrast trait theories of personality with other theories of
personality.

Identify frequently used assessment strategies, and evaluate relative test quality
based on reliability and validity of the instruments.

6 Progress Check + Study Guide Completion Meyers:

P

Study guides
expected next
class

Eval
Date:
 Essential Terminology
Each term or person should be defined/described using words that make sense to you. Your own words are best, but
say it precisely. Offer examples where possible. Bullet points are great for this.

Terminology or Person Definition or Description

Motivation

Instinct

Drive reduction theory

Yerkes-Dodson law

Set point

Sexual response cycle

Affiliation need

James-Lange theory

Cannon-Bard theory

Two-factor theory
Terminology or Person Definition or Description
Stress

General adaptation
syndrome (GAS)

Type A vs Type B

Positive psychology

Psychodynamic theories

Defense mechanisms

Projective test

Humanistic theories

Self-actualization

Unconditional positive
regard
Terminology or Person Definition or Description
Personality inventory

Social-cognitive perspective

Behavioral approach

Self-esteem

Narcissism

Individualism vs
collectivism

Abraham Maslow

Alfred Kinsey

Masters & Johnson

Robert Zajonc
Terminology or Person Definition or Description
Sigmund Freud

Karen Horney

Carl Jung

Carl Rogers

Costa and McCrae

1. Motivational Concepts: Use your textbook glossary to confirm your understanding (then check a dictionary
for the rest) so you can insert the following words into the sentences correctly:

instincts ~ incentives ~ intrinsic ~ extrinsic ~ overjustification effect

self-efficacy ~ achievement motivation

To qualify as instincts a complex behavior must have a fixed pattern throughout a species and be
unlearned.

Behavior can be motivated by a positive or negative environmental stimulus. We call these incentives

Intrinsic motivation is evident when one has a desire to perform a behavior effectively for its own sake.

Conversely, the desire to perform a behavior to receive a promised reward (or avoid a threatened
punishment) indicates extrinsic motivation.
 The overjustification effect occurs when an expected external incentive such as money or prizes decreases a
person's intrinsic motivation to perform a task.

One’s sense of competence and effectiveness is labeled as self efficacy

Achievement motivation is an important determinant of aspiration, effort, and persistence when an

individual expects that his/her performance will be evaluated in relation to some standard of excellence.

2. Maslow’s Hierarchy of Needs: First select the labels from the list and put them in their proper place on the
hierarchy by guessing. Then check your responses and add the descriptors from Fig 37.3 from page 405 of
your textbook.

Belongingness and
Love Needs
Self-Transcendence
Needs
Physiological Needs
Self-Actualization
Needs
Safety Needs
Self Transcendence Needs ( helping others, spiritiuality) Esteem Needs

Self Actualization Needs (achieving

goals you set for yourself

Esteem Needs ( loving yourself)

Belonging and Love Needs ( connection with

someone or somthing

Safety Needs (shelter , or place to live

Physiological Needs: (air, food and water)

3. Cognitive dissonance theory states that we act to reduce the discomfort (dissonance) we feel when
two of our thoughts (cognitions) are inconsistent. For example, when we become aware that our
attitudes and our actions clash, we can reduce the resulting dissonance by changing our attitudes.

With regard to Freddie’s actions, one possible outcome might be: _____________________

_________________________________________________________________________________
Freddie’s actions Freddie’s thoughts

Freddie enjoys all kinds of foods Freddie finds out that someone he’s strongly attracted
_________________________________________________________________________________
to is a strict vegetarian
_________________________________________________________________________________

With regard to Freddie’s thoughts, one possible outcome might be: ____________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
 4. Motivation Systems We know that eating, sex and social motivation systems are always at work in
humans. But do we know how we know? In a statement or two (using your textbook for support)
describe the “classic” research findings in each area.

Research tells us that… The research methods included…

Eating
(see
Washburn’s
work on page
409/410)

Sex
(see Kinsey’s
work and
Masters &
Johnson on
page 419)

Social This part might not be well described in your book.

(See the work
Adler was a clinician who followed Freud in the type
referenced by
of therapy he practiced. His findings were based on
Baumeister &
long-term case studies and clinical research.
Leary and
Alfred Adler
on 423)
5. Complete these little mini biographies to help you remember the contributions of these 3 famous
researchers who haven’t been mentioned yet.

Hi, I’m Hi, I’m Hi, I’m

William James Stanley Schachter Hans Selye

Basically, I’m remembered in the field of Basically, I’m remembered in the field of Basically, I’m remembered in the field of
motivation and emotion because of my motivation and emotion not for my motivation and emotion because I wrote
amazing beard, and: posture but because: this pretty book and:
1. Summarize what you’ve learned about Emotion Theories:

Theory Explanation of Emotions Example

James-Lange

Cannon-Bard

Schachter-Singer

Zajonc; LeDoux

Lazarus
 7. Paul Ekman and Mori & Mori have something in common. What is it? *(Mori & Mori are on page 447
of your textbook.

8. Ever wondered how researchers study stress? Please respond to these questions after you’ve reviewed
Figure 43.3 on page 453.

Why do the researchers have participants chew gum first?

Describe the purpose of collecting saliva?

Researchers had participants give a simulated job interview and then compute math problems in front of a panel.
Describe one other stressful scenario that you could do to induce social stress in participants in a safe way.
9. How well do you know a selection of Freud’s Defense Mechanisms? Place a number of Stars (1 to 5)
next to each to show how well you can identify it.
10. The comic illustration on page 592 is connected to Rogers’ Person-Centered Perspective but your
challenge is to fill in the missing perspectives below. There are many ways to see it!

Theorist Would say…

Rogers “Clearly the father figure is withholding his acceptance of his child by suggesting that love
is contingent on the outcome of the game.”

Freudian Slip, he said something that he was not

supposed to
Freud

Something happened during childhood, making the

child have anxiety problems in the future
Horney

The father actually meant what he said because of

The unconscious mind
Jung

Needed needs of safety

However, a more important stage was provided by the father
Maslow

“Childhood feelings of inferiority come from moments like these. The child cannot have a
Adler firm sense of self-worth when the conditions for sensing it are unstable. I invented the idea
of “inferiority complex”, by the way. Unlike Freud, I don’t think all issues arising from
childhood are sexual in nature.“
11. On the arrow between the left/right descriptors, place a star at the position that best describes you.

In your opinion, are there any parts to your personality that are not captured by this perspective? If you
feel that there are omissions, please describe those traits below. When you’re done, you should use the
self-assessment on page 601 as directed to see if there are any consistencies with your own overall
perception.
 12. After taking the test at 16personalities.com, please complete the prompts below:

What are your Personality Type letters and “name”? ____________________________

To what extent would you say this fits you? Explain:

Bonus question: Which famous person do you think is most associated with the idea of a “personality type”?

a) Freud b) Horney c) Allport d) Jung e) Adler

13. Populate the table below using your own memory, then check it against page 608 in your book.

Options: Freud, Bandura, Allport, Rogers, Horney, Jung, Maslow, H&S Eysenck, McCrae & Costa, Adler

Personality Key Proponent Names Assumptions

Theory

Emotional disorders spring from unconscious dynamics, such as unresolved

Psychoanalytic sexual and other childhood conflicts, and fixation at various developmental
stages. Defense mechanisms fend off anxiety.

The unconscious and conscious minds interact. Childhood experiences and

Psychodynamic defense mechanisms are important.

Rather than examining the struggles of sick people, it’s better to focus on the
Humanistic ways healthy people may strive for self-realization.

We have certain stable and enduring characteristics, influenced by genetic

Trait predispositions.

Our traits interact with the social context to produce our behaviors - a
Social Cognitive phenomenon called reciprocal determinism.