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Chapter 10
Motivation and Emotion
RESOURCE GUIDE
Learning Objectives (p.3)

Lecture Outline (p.4)
Ideas for Instruction (p.12)
Annotated Bibliography (p.52); Films/Videos (p.57); Websites (p.57)
Language Enhancement Guide (p.58)
Handout Masters (p.59)
I. The Psychology of Motivation: The Whys of Why.

Lecture Topic 1: Exercise and Well Being. (p.12)
Lecture Topic 2: Work Motivation as Moderator. (p.12)
Lecture Topic 3: Attribution Style and Achievement. (p.12)
Classroom Demonstration 1: Sport Fan Motivation. (p.12)
Classroom Demonstration 2: Motivational Leaders. (p.13)
Classroom Demonstration 3: Game Theory. (p.13)
Student Project 1: Instincts. (p.13)
Student Project 2: Hedonism. (p.14)
Student Project 3: Goals. (p.14)
Journal Prompt 1: Motivation Concepts. (p.15)
Journal Prompt 2: Incentives. (p.16)
Journal Prompt 3: Negative Incentives. (p.17)
Journal Prompt 4: Human Instincts. (p. 18)
II. Theories of Motivation: Which Why is Which?

Lecture Topic 1: Neurobiological Constraints. (p.19)
Lecture Topic 2: Cognitive Dissonance in College Students. (p.19)
Lecture Topic 3: Three Factors Arousal Theory. (p.19)
Classroom Demonstration 1: Motivation and Self-Actualization. (p.20)
Classroom Demonstration 2: Motivation List. (p.20)
Classroom Demonstration 3: Motivation and Emotion. (p.20)
Student Project 1: Motivation Techniques in the Workplace. (p.21)
Student Project 2: Seven Secrets for Self-Motivation. (p.21)
Student Project 3: Sensation Seeking. (p.21)
Student Project 4: The Sensation Seeking Scale. (p. 21)
Journal Prompt 1: Maslow’s Hierarchy. (p.22)
Journal Prompt 2: Arousal Theory. (p.23)
Journal Prompt 3: Self-Actualization. (p.24)
III. Hunger: Do You Go by “Tummy-Time”?

Lecture Topic 1: The Development of Eating Behaviors. (p.25)
Lecture Topic 2: Eating Disorders. (p.25)
Lecture Topic 3: Hunger and Eating Disorders. (p.25)
2 Chapter 10 Motivation and Emotion
Classroom Demonstration 1: Dying to be Thin. (p.26)

Classroom Demonstration 2: The Psychology of Eating. (p.26)
Classroom Demonstration 3: Super-tasters. (p.26)
Student Project 1: Sensitivity to External Cues. (p.26)
Student Project 2: Anorexia Nervosa Part I and II.. (p.27)
Student Project 3: Weight Control. (p.27)
Student Project 4: Eating Disorders. (p. 27)
Journal Prompt 1: Sex Differences in Hunger and Satiation. (p.28)
Journal Prompt 2: Hormones and Being Well Fed. (p.29)
Journal Prompt 3: Proteins that Produce Hunger. (p.30)
IV. Aggression: Of Australopithecines, Humans, Robins, and

Testosterone.
Lecture Topic 1: Three Generations. (p.31)
Lecture Topic 2: Human Aggression. (p.31)
Lecture Topic 3: The Two Worlds of Aggression. (p.31)
Classroom Demonstration 1: Video Games and Aggression. (p.31)
Classroom Demonstration 2: Controlling Anger. (p.32)
Classroom Demonstration 3: Warning Signs. (p.32)
Student Project 1: Narcissism and Aggression. (p.32)
Student Project 2: Prison Simulation. (p.32)
Student Project 3: Aggressive Driving. (p.33)
Journal Prompt 1: Violence and Mental Health. (p.34)
Journal Prompt 2: Violence and Television. (p.35)
Journal Prompt 3: Adapting? (p.36)
V. Achievement Motivation: “Just Do It”.

Lecture Topic 1: The College Transition. (p.37)
Lecture Topic 2: Test Anxiety. (p.37)
Lecture Topic 3: Peer Group. (p.37)
Classroom Demonstration 1: Why Do You Read? (p.37)
Classroom Demonstration 2: The Impossible. (p.38)
Classroom Demonstration 3: TAT. (p.38)
Student Project 1: Sport Achievement and Moral Reasoning. (p.38)
Student Project 2: Who Do You Know? (p.39)
Student Project 3: Achievement and Locus of Control. (p.39)
Student Project 4: Culture, Gender, and Differences in Aggression. (p. 39)
Journal Prompt 1: Trying New Things. (p.40)
Journal Prompt 2: Achievement Checklist. (p.41)
Journal Prompt 3: Greatest Achievement. (p.42)
VI. Emotion: Adding Color to Life.

Lecture Topic 1: The Language of Emotion. (p.43)
Lecture Topic 2: Affect and Athletics. (p.43)
Lecture Topic 3: Cognitive Therapy and Emotions. (p.43)
Lecture Topic 4: The Universal Expression of Emotions. (p. 43)
Lecture Topic 5: Children and Identification of Facial Expressions. (p. 44)
Classroom Demonstration 1: Emotion. (p.44)
Classroom Demonstration 2: Fear. (p.44)
Classroom Demonstration 3: Emotional Intelligence Test. (p.44)
Student Project 1: Genuine or False Smiles. (p.45)
Student Project 2: Computers and Emotions. (p.45)
Chapter 10: Motivation and Emotion 3
Student Project 3: Emotional Intelligence. (p.45)

Student Project 4: Happy Countries. (p. 45)
Journal Prompt 1:Gene Mutations. (p.46)
Journal Prompt 2: Smell and Emotions. (p.47)
Journal Prompt 3: High Alert. (p.48)
Journal Prompt 4: Get Happy. (p. 49)
VII. LIFE CONNECTIONS: Obesity-A Serious and Pervasive Problem.

Lecture Topic: Why Are You Hungry? (p.50)
Classroom Demonstration: Hunger and Satiety. (p.50)
Student Project: Everyday Food Triggers. (p.50)
Journal Prompt: Obesity. (p.51)
LEARNING OBJECTIVES
After reading the chapter, students should:
1. Be able to define motivation including needs, drives and incentives.

2. Be familiar with the theories of motivation including instincts, drive
reduction, homeostasis, stimulus motives, and humanistic.
3. Be knowledgeable of hunger and the role of the hypothalamus. Understand
the biological and psychological contributions to hunger.
4. Know the motivation of aggression and the controversy surrounding nature-
nurture contributions.
5. Appreciate achievement motivation focusing on rewards and the
contributions of Murray.
6. Understand the nature of emotions and the three theoretical explanations of
emotions (James-Lange, Cannon-Bard, and the Schachter-Singer).
7. Understand various eating disorders including obesity, anorexia and bulimia.
8. Be familiar with the area of positive psychology.
9. Understand the effectiveness and limitations of lie detector tests.
LECTURE OUTLINE

A. The psychology of motivation concerns the whys of behavior.
1. Motives are hypothetical states that activate behavior towards goals.
a. Motives may take the form of:
i. Needs
ii. Drives
iii. Incentives
b. Needs come in two types: physiological and psychological.
i. Physiological are needs necessary for survival (e.g. oxygen, food,
etc.)
ii. Psychological include needs for achievement, power, self-esteem,
etc.)
c. Physiological and psychological needs differ in two ways:
i. Psychological needs are not necessarily based on deprivation.
ii. Psychological needs may be acquired through experience.
d. Needs give rise to drives which arouse us to action.
e. Incentives: are objects, persons, or situations viewed as capable of
satisfying a need or as desirable for its own sake.
Notes:__________________________________________________________________
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A. Psychologists do not agree about the precise nature of motivation.
B. The Evolutionary Perspective: The Fish, the Spiders, and the Bees.
1. Animals are naturally prewired to respond to certain stimuli in certain
ways.
2. Species-specific behaviors are called instincts or fixed action patterns.
a. Instincts are genetically transmitted from generation to generation.
b. William James and William McDougal argued that humans have
instincts.
i. Love, sympathy, modesty, hunger, sex, self assertion.
C. Drive Reductionism and Homeostasis: “Steady, Steady…”
1. Primary drives trigger arousal (tension) and activate behavior. We engage
in behaviors that reduce the tension.
2. Acquired drives are acquired through experience.
3. Homeostasis is a steady state. People are motivated to maintain a steady
state.
D. The Search for Stimulation: Is Downtime a Downer?
1. Stimulus motives: the organism is motivated to increase stimulation not
reduce a drive.
a. Lower animals and humans appear to be motivated to seek novel

stimulation.
b. Stimulus motivation provides an evolutionary advantage. Animals
that are active and motivated to learn about their environment are
more likely to survive.
E. Humanistic Theory: “I’ve Got to Be Me”?
1. Abraham Maslow believed that people are motivated by the conscious
desire for personal growth.
a. Self-actualization: self initiated striving to become whatever we
believe we are capable of being.
b. Maslow’s hierarchy of needs ranges from physiological needs such as
hunger and thirst through self actualization.
c. Critics argue that there is too much individual variation for the
hierarchy of motives to apply to everyone.
Notes:__________________________________________________________________
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A. Importance of food.
1. Necessary for survival.
2. Symbol of family togetherness and caring.
3. We associate food with the nurturance of the parent-child relationship.
B. Biological Influences on Hunger.
1. Satiety or satisfaction.
2. Hunger pangs are stomach contractions.
3. Ventromedial nucleus of the hypothalamus. The stop eating center of
the brain. Research with rats has shown that:
a. When destroyed the rat continues to eat (becomes hyperphagic).
b. When stimulated the rat stops eating.
4. Lateral hypothalamus is the start eating center of the brain.
a. When destroyed the rat may stop eating altogether (aphagic).
b. When stimulated the rat starts to eat.
C. Psychological Influences of Hunger.
1. Other factors that influence hunger include the aroma of food, because a
person feels anxious or depressed, or bored.
D. Eating Disorders: Is It True That “You Can Never Be Too Rich or Too
Thin”?
1. Anorexia Nervosa.
a. Anorexia Nervosa is a life threatening eating disorder characterized
by:
i. Extreme fear of being too heavy.
ii. Dramatic weight loss.
iii. Distorted body image.
iv. Resistance to eating enough to maintain a healthy weight.

b. Afflicts:
i. Women during adolescence and young adulthood.
ii. European American females of higher socioeconomic status.
iii. Increase in numbers in recent years.
iv. 6 to 1 gender ratio.
c. Risks:
i. Mortality rate is approximately 5%.
ii. Osteoporosis.
2. Bulimia Nervosa.
a. Bulimia Nervosa is characterized by recurrent cycles of binging and
purging.
i. Purging can include vomiting, strict dieting, fasting, laxatives, and
prolonged exercise.
E. Origins of Eating Disorders.
1. Psychoanalysts: coping with sexual fear, regressing to life prior to
puberty.
a. The family environment is negative.
i. Typically a history of child abuse.
b. Exposure to high parental expectations.
2. Sociocultural features.
a. Slimness is idealized.
i. BMI lower than 18.5 is malnourished. Recent Miss Americas
come in at a BMI near 17.
b. Tend to run in families.
i. Genetic factors might not directly cause eating disorders but are
likely to involve obsessionistic and perfectionistic personality
traits.
F. Treatment and Prevention of Eating Disorders.
1. Characteristics:
a. Eating disorders can lead to serious health problems and can be life
threatening.
b. Denial is a key feature.
2. Treatments.
a. Antidepressants.
b. Family Therapy.
c. Cognitive-behavioral Therapy.
Notes:__________________________________________________________________
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IV. Aggression: Of Australopithecines, Humans, Robins, and Testosterone.

A. Australopithecines are early humanoids. More than 500,000 years ago.
1. Not a direct ancestor of humans.

2. Evidence that they did have murder.
B. Explanations for Aggression:
1. Social deprivation and inequality.
2. Act aggressively to establish and defend land (territory).
a. Killer instinct to establish and defend territory.
C. Biology, Chemistry, and Aggression.
1. Instinctive aggressive reactions in lower animals may be automatic.
2. Chemistry:
a. Testosterone appears to affect the tendencies to dominate and
control other people.
D. Psychological Aspects of Aggression.
1. Psychodynamic Theory and Aggression.
a. Freud believed that aggression is natural and instinctive.
i. Reactions to the frustrations of daily life.
ii. Steam engine analogy; by holding in steam rather than venting it
we set the stage for future explosions.
E. CONTROVERSY IN PSYCHOLOGY: The Catharsis Controversy.
1. Venting of aggressive impulses is termed catharsis. This is a safety valve.
a. Possibly leading to pleasant reductions in tension, though some
research indicates that it may encourage more aggression later.
2. Cognitive Psychology and Aggression.
a. Behavior is influenced by our values, by how we interpret situations,
and by choice.
b. Aggression is not automatic: people decide.
3. Learning and Aggression.
a. Learning is acquired through reinforcement thus reinforced
aggression is more likely to be repeated.
b. Aggressive skills are mainly acquired by the observation of other
people.
F. Situational Factors and Aggression: When the Heat Is On.
1. Situational factors can contribute to aggression.
a. In mobs people may experience deindividuation which is a state of
reduced self awareness.
i. This includes anonymity, sharing of responsibility (diffusion of
responsibility), high level of emotional arousal, and a focus on the
group’s norms.
b. Environmental factors leading to aggressive behavior include:
i. Bad smelling pollutants.
ii. Extreme noise.
iii. Extreme heat.
Notes:__________________________________________________________________
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A. Assessment of Motivation.
1. Henry Murray developed the Thematic Apperception Test (TAT).
a. TAT contains cards with pictures and drawings that are subject to
various interpretations.
b. Subjects are to construct stories about the picture.
B. What Flavor is Your Achievement Motivation?
1. People with high motivation:
a. Earn higher grades.
b. Likely to earn higher salaries and be promoted.
c. Better at math.
2. Different Forces that drive motivation:
a. Tangible rewards.
b. Performance goals are usually met through extrinsic rewards.
c. Learning goals usually lead to intrinsic rewards.
Notes:__________________________________________________________________
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A. Emotions are feeling states with physiological, cognitive, and behavioral
components.
1. Arousal of the autonomic nervous system.
a. Sympathetic nervous system: rapid heartbeat, breathing, sweating,
muscle tension.
2. Behavioral tendencies occur with emotions. For example fear leads to
avoidance or escape and anger may lead to “pay back” behaviors.
3. Parasympathetic nervous system arousal can also occur. Joy, grief,
jealousy, disgust, etc. all have cognitive, physiological, and behavioral
components.
B. The Expression of Emotions: The Smile Seen Around the World?
1. Expression of many emotions may be universal. Certain facial
expressions suggest the same emotions in all people.
a. Smiling is a universal sign of friendliness and approval.
C. Is Evvvvrybody Happy?” An Excursion Into Positive Psychology.
1. Positive Psychology deals with positive emotions such as happiness and
love.
2. Statistics of those who are happy.
a. Majority of people in developed nations are satisfied with their lives.
b. Happiness tends to run in families.
c. People tend to be happier when they live in affluent societies and

earn decent incomes.
d. Money does not make people happy but when we have enough
money at least we don’t have to worry about money.
e. More educated people tend to be happier.
f. People who are married are happier.
g. People who have a social support are happier.
h. Happy people are more open to new experiences and are more
willing to risk.
i. Religious people are happier.
j. Happiness tends to be accompanied by optimism.
3. “Come On! Get Happy!” A Possible or Impossible Dream?
a. Suggestions to be happy include:
i. Take advantage of your education to develop skills so that you
can be free from want.
ii. Do not let the fact that other people have more impair your
ability to appreciate what you have.
iii. Value friendships and other social relationships.
iv. Think about the meaning of your life and make your life more
meaningful.
v. Consider whether you blame yourself too much when things go
wrong.
4. Consider if you are generally optimistic or pessimistic about your future.
D. The Facial-Feedback Hypothesis: Does Smiling Make You Happy?
1. The Facial-Feedback Hypothesis argues that facial expressions can also
affect our emotional state.
a. Inducing people to smile leads them to report more positive feelings.
b. When induced to frown subjects rate cartoons as more aggressive.
E. Theories of Emotions: “How Do You Feel?”
1. Various perspectives.
a. Some psychologists believe that the body takes precedence over the
mind.
b. Cognitive processes may determine the emotional response.
c. Some psychologists state a combination of arousal and thoughts.
2. James-Lange Theory.
a. Our emotions follow rather than cause our behavioral response to
events.
b. We become angry because we are acting aggressively.
c. We may be able to change our feelings by changing our behavior.
3. Cannon-Bard Theory.
a. An event might simultaneously trigger bodily responses and the
experience of emotion.
b. Emotions accompany bodily responses.
4. Theory of Cognitive Appraisal (Schachter and Singer)
a. The label we give to an emotion depends on our cognitive appraisal
of the situation.
b. Happiness and anger are different emotions. Schachter and Singer
suggest that the physiological difference between the two is small so
the different views of the situation, the label that people put on the
event, is what is important.
5. Evaluation.
a. All three theories have aspects of correctness but none fully explain
emotions.
F. CONTROVERSY IN PSYCHOLOGY: Just What Do Lie Detectors
Detect?
1. Lying.
a. Survey by the New York Times found that 60% of American adults
believe that it is sometimes necessary to lie, especially to protect
people’s feelings.
b. Body Reactions to Lying:
i. Facial expressions often offer clues to deceit.
ii. Sympathetic arousal symptoms include dry mouth (lack of saliva).
c. Lie detector tests (Polygraphs) monitor sympathetic arousal.
i. Indicators include:
➢ Heart rate.
➢ Blood pressure.
➢ Respiration rate.
➢ Electrodermal response (sweating).
ii. American Polygraph Association claims that polygraphs are 85-
95% accurate.
➢ Factors that influence accuracy are tense muscles, drugs, and
previous experience with the test.
iii. Research on psychologists opinion of accuracy indicate that most
think it is not theoretically sound and should not be used in a
court of law.
Notes:__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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A. Obesity-A Serious and Pervasive Problem.
1. Facts about obesity:
a. More than six out of ten American adults are overweight.
b. Problems associated with unhealthy weight are on the upswing.
c. More than 80% of African American women age 40 or above are
overweight.
d. Americans eat more than a total of 800 billion calories each day (200
billion calories more than they need to maintain their weights). The
extra calories could feed the nation of Germany.
e. About 300,000 Americans die each year because of health problems

related to excess weight.
f. Weight control for most people is elusive.
B. Origins of Obesity.
1. Biological side points to the influence of heredity.
a. Obesity runs in families.
b. Set point: the point at which the hunger drive kicks in because of fat
deficiency in cells.
c. Fatty tissue also metabolizes food more slowly than muscle does.
d. Dieting slows down the metabolic rate thus making it more difficult
to lose weight.
C. The Skinny on Weight Control.
1. Shedding excess pounds lowers the risk of health problems such as
diabetes and heart disease.
2. The most effective weight control programs involve:
a. Improving nutritional knowledge.
b. Decreasing caloric intake.
c. Exercising.
d. Changing eating habits.
e. Eating more fresh fruits and vegetables.
f. Cutting down on butter, margarine, oils, and sugar.
g. Strategies include:
i. Establishing calorie intake goals.
ii. Substitute low calorie foods.
iii. Take a 5-minute break between helpings.
iv. Avoid temptations.
v. Exercise
vi. Reward yourself but not with food.
vii. Use imagery.
viii. Mentally walk through various scenarios.
ix. Above all if you slip, don’t blow it out of proportion.
VIII. A CLOSER LOOK: Anorexia Nervosa-The Case of Rachel

A. An actual story.
Notes:__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IX. A CLOSER LOOK: Cross Cultural Aspects of Aggression

A. Cultural Characteristics.
1. Stereotype of aggressive male is not universal.
a. Likely that people arrive at consensus as to what proper behavior is
and teach their children accordingly.
IDEAS FOR INSTRUCTION
Lecture Topic 1: Exercise and Well Being.
One topic of motivation that many of your students can relate to is

motivation for exercise. To help your students understand the efforts made
to study exercise motivation access an article found on InfoTrac titled “The
Relationship Between Exercise Motives and Psychological Well-Being”
written by Maltby and Day (2001). The article discusses extrinsic and intrinsic
motives that people have when they exercise. The authors suggest that
extrinsic motives for exercise may be what people begin exercise with, but
for those who exercise for longer periods (6 months or more) the motivation
may change to intrinsic motivations. After discussing the article, ask your
students to describe why they exercise.
Lecture Topic 2: Work Motivation as Moderator.
Being motivated at work can have benefits beyond the initial common sense
outcomes. Being motivated at work can actually be a moderator of work
place stress. To introduce this idea to your students, access an article found
on InfoTrac titled “Work Motivation, Job Stress and Employees’ Well-
Being” written by Lu (1999). This article describes a research study
investigating work place stress. According to research, jobs can be classified
as high strain jobs (high demand/low control); low strain jobs (low
demand/high control); active jobs (high demand/high control; and passive
jobs (low demand/low control). The category with the highest associated
stress is high strain jobs. The research describes work motivation and
suggests that this type of motivation can help alleviate stress.
Lecture Topic 3: Attribution Style and Achievement.
This lecture topic will have you explore with your students the relationship
between attribution styles and achievement motivation. In a research study
found on InfoTrac titled “Comparing Two Attributional Models of Job
Performance in Retail Sales: A Field Study” written by Silvester, Patterson,
and Ferguson (2003) this topic is explored. The researchers focused on
individuals selling insurance and found that those who made more internal
controllable attributions for positive outcomes received higher performance
ratings and were more satisfied in their jobs providing some support for
achievement motivation.
Classroom Demonstration 1: Sport Fan Motivation.
Preparation: Create a handout of the questionnaire in the appendix of the

article (you may want to create an overhead of the questionnaire).
A fun demonstration for your students will involve having them determine
reasons why they watch sporting events. For this demonstration, provide
your students a copy of the questionnaire found in the appendix of an article
found on InfoTrac titled “Sport Fan Motivation: Questionnaire Validation,
Comparisons by Sport, and Relationship to Athletic Motivation” written by
Wann, Schrader, and Wilson (1999). The questionnaire includes items that
can determine the motivation of sport fans. The questionnaire suggests that
escape, economic, eustress, aesthetic, self-esteem, group affiliation, and
entertainment are all possible reasons to watch sporting events. Have you
students complete the questionnaire and then go over each item discussing
what motivation it assesses.
Classroom Demonstration 2: Motivational Leaders.
Preparation: You will need to create an overhead of the questionnaire and

interpretation found in the article.
To help your students know what it means to be a motivational leader, access

an article found on InfoTrac titled “Live Issues: Motivational Leaders – What
Makes a Good Leader” written for Promotions & Incentives (2003). This
article describes the characteristics of individuals who are capable of
motivating others and provides examples of individuals who have and
haven’t. To help your students know what type of a leader they are, have
them take the six item assessment found in the article. Then explain the
interpretation and see if students agree with the results. You may also want
to ask them to describe characteristics of individuals who motivate them.
Classroom Demonstration 3: Game Theory.
Preparation: You will need to be familiar with the widely used “Prisoner’s
Dilemma” which is found in the article.
For this demonstration, have your students pair off and play the Prisoner’s
Dilemma game based on game theory. This game can be found in an article
on InfoTrac titled “Game Theory? Does Greed Explain Enough?” written
by Skillman (1995). After your students play a couple of rounds of the game
(have them keep track of the outcomes) you can discuss what their individual
motivations were while playing. Did they select their option to be greedy or
was it to benefit both players? This can be a fun way to begin your
discussion of motivational theory.
Student Project 1: Instincts.
For this student project, use whatever resources you can to help you contrast
the technical definition of instinct with uses of the term in everyday life (such
as the highly overlearned skill of a shortstop who “instinctively” flips the ball
to second base to start a double play). After differentiating between these
two, make a list of instincts that you think humans possess.
Student Project 2: Hedonism.
An early view of motivation was based on an animal model: Animals and

people are motivated by the search for pleasure and the avoidance of
displeasure. This is known as hedonism. From this perspective all we have to
do to understand an action is to find what the rewards were for the actor in
taking that action and what were the punishments for taking other actions?
For this student project, do an Internet search focusing on this topic. Write a
one page response paper discussing what you learned relating hedonism to
human motivation.
Student Project 3: Goals.
Goal setting can be an aid in motivating individuals to complete tasks. Goal

setting has proven most effective when the goals are written rather than just
spoken as is often done when stating a New Year’s resolution. For this
student activity, write down three short term goals (that will be accomplished
in the next month); three mid-range goals (that will be accomplished in the
next year) and three long range goals (that will be accomplished within the
next five years.
The Psychology of Motivation: The Whys of Why.

Journal Prompt 1: Motivation Concepts.
For this journal entry think about the concepts of motives, needs, drives, and
incentives. Can you think of examples from your life of each of these
concepts? Write a journal entry focusing on these examples.
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Journal Prompt 2: Incentives.
As you contemplate the required tasks that you have related to school, how
do you motivate yourself to accomplish all that you do? For this journal
entry take a minute and think of the incentives that you create for yourself to
motivate yourself to succeed in school.
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Journal Prompt 3: Negative Incentives.
When thinking about the incentives that a person has in their life, it is
somewhat easy to create a list of rewards that are found at the successful
accomplishment of a task. But that is only one side of incentives. There are
also negative incentives or incentives to be avoided. For this journal entry,
think about the negative incentives you have in your life. Make a list of these
and describe why they became negative incentives.
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Journal Prompt 4: Human Instincts.
E William James and William McDougall promoted the idea that humans have
instincts similar to the instincts that we seen in animals. Some of the instincts
A that they proposed humans have are love, sympathy, modesty, hunger, sex
and self-assertion. For this journal entry, take each of these proposed
instincts and write your opinion about humans having instincts and whether
or not these instincts help humans to adapt in an evolutionary manner.
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Lecture Topic 1: Neurobiological Constraints.
When discussing behavioral theories of motivation, the theories may be

somewhat modified by neurobiological constraints. In an article found on
InfoTrac titled “Neurobiological Constraints on Behavioral Models of
Motivation” written by Nader, Bechara, and van der Kooy (1997) three
neurobiological theories are presented. The dopamine hypothesis is
described as well as the nondeprived/deprived hypothesis, and the saliency
attribution. The dopamine hypothesis suggests that “dopamine transmission
is necessary for the rewarding properties of stimuli to occur”. The
nondeprived/deprived hypothesis suggests that “two separate
neurobiological reward systems can be double associated. Finally the saliency
attribution suggests that liking and wanting are two separate processes
mediated by separate brain systems.
Lecture Topic 2: Cognitive Dissonance in College Students.
Cognitive dissonance is a feeling of discontent that can lead to individuals

being incapacitated. If experienced while in college, this feeling can have
adverse affects. In an interesting research study found in an article on
InfoTrac titled “Comparing Cognitive Dissonance Test Scores of College
Students in Canada with those in the United States” written by Chow and
Wood (2001) this topic is explored. The researchers focused on college
students and the amount of cognitive dissonance they were experiencing.
The students in Canada tended to be older compared to the students in the
United States. The authors suggest that the maturity of the older students
lead to less cognitive dissonance. The older students were experiencing less
feelings of discontent. This topic can be expanded to include a discussion of
the feelings of discontent that many new college students do experience as
they attempt to declare a major and balance their lives outside of school.
Lecture Topic 3: Three Factors Arousal Theory.
A theory of motivation posits that existence of two mutually antagonistic

systems: a Behavioral Activation System (BAS) and a Behavioral Inhibition
System (BIS). These systems are centered in different parts of the brain
according to Gray. According to this theory, the BAS responds to cues for
reward while the BIS becomes active in the presence of punishment. In a
research study found on InfoTrac titled “Implications of Gray’s Three
Factors Arousal Theory for the Practice of Basketball Free-Throw Shooting”
written by Whitehead, Butz, Vaughn, and Kozar (1996) this model was used
to explain free-throw shooting in college basketball athletes. This article can
help your students understand this arousal theory of motivation through an
applied example.
Classroom Demonstration 1: Motivation and Self-Actualization.
Preparation: You will need a television, VCR, and the video titled Motivation
and Self-Actualization.
To help your students see the connection between motivation and self-
actualization, show them the video titled “Motivation and Self-
Actualization”. This video discusses Maslow’s hierarchy of needs theory and
focuses on self-actualization and motivational influences.
Classroom Demonstration 2: Motivation List.
Preparation: None.
This classroom demonstration involves giving the class an assignment that

they will probably enjoy. They are to rank-order a list of roughly a dozen
behaviors that reflect their preferences and, hence, motivations. One way to
do this is to create the list yourself ahead of time and distribute it to all the
students. Typical items are studying, dancing, having sex, watching TV,
shopping, buying fashionable clothes, exercising, meditating, being with
friends, reading a book, and so on. You may want to let the class decide
upon the contents of the list to ensure that you haven’t left out something
important to them.
The fun comes when you assign them to rank-order the behaviors in two
ways: first to represent their own preferences, and second to represent the
preferences of a typical member of the opposite gender. Clarify the process,
collect the data and calculate the mean rank order to be distributed or shown
on an overhead projector at the next class meeting. You can probably count
on some surprises, as students eagerly debate the reasons for their accuracy
or inaccuracy about the preferences of the opposite gender. (Typically,
females state that “having sex” is the top male priority, while all those
sensitive males deny such base instinctual drives. This makes for a good
review of perception, and a preview of social perception.
Classroom Demonstration 3: Motivation and Emotion.
Preparation: You will need a television, VCR, and the video titled Motivation
and Emotion: Discovering Psychology Series.
For this demonstration, show the video titled “Motivation and Emotion:
Discovering Psychology Series”. This video, hosted by Philip Zimbardo,
examines several aspects of motivation and emotion. Topics covered include
Freud’s approach to motivation and Maslow’s hierarchy.
Student Project 1: Motivation Techniques in the Workplace.
For this student project you will be exploring an article focusing on

motivation techniques used in the workplace. This article can be found on
InfoTrac titled “The Self” written by Maude (1997). After accessing this
article summarize the eight “heart’s desire” listed. Then write a paragraph
summarizing what you learned from the article.
Student Project 2: Seven Secrets for Self-Motivation.
Students often want to know the “secrets” behind self-motivation. Is it

possible to become more internally motivated in school, at work, in all that
you do? To find out, access an article found on InfoTrac titled “Seven
Secrets for Self-Motivation” written by Parachin (1999). After accessing the
article summarize the seven secrets suggested by the author. Also, write a
paragraph evaluating the secrets. Do you think they really will work?
Student Project 3: Sensation Seeking.
For this project you will be taking an assessment that will determine if you
are a sensation seeker. To find this assessment, access Self-Assessment 6 on
your Connections CD that came with your textbook. Take the assessment
and record your score and interpretation. Then write a one page response to
this activity. You may want to address the validity of the test, behaviors that
you engage in that support or refute the assessment results, etc.
Student Project 4: The Sensation Seeking Scale.
A This student project will give you an opportunity to assess your sensation
seeking desires. In your textbook is an assessment instrument titled “The
Sensation-Seeking Scale”. Take this 13-item assessment and then score it
based on key. After you finish, reflect on your behavior and see if it matches
what the Sensation Seeking Scale says about you. Be prepared to discuss the
results in class.
Theories of Motivation: Which Why is Which?

Journal Prompt 1: Maslow’s Hierarchy.
You may have heard of Maslow’s hierarchy even before entering this
psychology class. Maslow’s theory has gained some acceptance in the field of
business. For this journal entry, read an article found on InfoTrac titled
“Satisfying Human Needs” written by Joy (2001). This article describes
Maslow’s theory in relation to marketing. After reading this article, write a
journal entry describing your reaction to this theory. Do you think that this
theory applies to marketing?
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Journal Prompt 2: Arousal Theory.
There are those among us who enjoy thrill seeking behaviors such as
parachuting, bungee jumping and rock climbing. On the other extreme, there
are those who would never consider participating in such activities. For this
journal prompt, decide which position you fall in and write a journal entry
discussing why and how this relates to motivation.
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Journal Prompt 3: Self-Actualization.
Now that you know more about Maslow’s hierarchy, write a journal entry
focusing on the top of the hierarchy self actualization. As you think about
this level which is achieved by relatively few, what do you think would
motivate someone to live their life such that they would reach this level?
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Lecture Topic 1: The Development of Eating Behaviors.
To help your students understand that their current eating behaviors may be
a result of experiences with food when they were young, access an article
found on InfoTrac titled “Development of Eating Behaviors Among
Children and Adolescents” written by Birch and Fisher (1998). The authors
suggest that eating habits formed while in childhood may predispose some to
prefer high fat, high sugar foods later in life. The authors also explore how
snack food was used in the home and suggest that if it was used as a reward
it may actually lead children to consume more.
Lecture Topic 2: Eating Disorders.
For an excellent review of eating disorders including:

classification/diagnostic information, clinical features, and development and
subsequent course of anorexia and bulimia nervosa, access an article found
on InfoTrac titled “Eating Disorders” written by Fairburn and Harrison
(2003). This article also considers possible risk factors, and management of
the disorders. This article will provide information to help your students
understand these complex eating disorders.
Lecture Topic 3: Hunger and Eating Disorders.
Because eating disorders have become such a huge problem among young
women in the United States, your students would probably benefit from
some information relating to trends in body image. Psychology Today
conducted readership surveys of body image in 1972, 1985, and 1996.
Readers were asked how they see, feel, and are influenced by their bodies.
The survey findings are published in the February 1997 issue of the
magazine. Because the results are based on the first 4,000 people to respond
to the five-page questionnaire, it is hardly representative of the American
population. Despite that, you still may want to present some of the findings
to your class.
1. Compared with earlier surveys, body dissatisfaction is soaring. A

total of 89% of women respondents say they want to lose weight;
22% of males say they want to gain weight.
2. While body dissatisfaction stays about the same as women age,
women are being initiated into feelings of body hatred at an earlier
age.
3. Pregnancy is increasingly being viewed as an encumbrance to body
image. Some women say they are choosing not to have children for
that reason.
4. Teasing during childhood or adolescence has a lasting effect on how
women feel about their bodies. Women report that the negative
impact can last for decades, no matter what their current shape.
5. Respondents say that exercising is the most reliable way to develop

positive feelings about one’s body.
Classroom Demonstration 1: Dying to Be Thin.
Preparation: You will need a television, VCR, and the video titled Dying to
be Thin.
To introduce your students to the difficulties encountered with eating

disorders, show the video titled “Dying to Be Thin”. This video presents
statistics on the prevalence of eating disorders, and explores the
psychological aspects of the disorder. Effective therapies are also presented.
Classroom Demonstration 2: The Psychology of Eating.
Preparation: You will need a television, VCR, and the video titled The
Psychology of Eating.
For this demonstration show the video titled “The Psychology of Eating”.
This video explores the reasons why animals seek food and why we choose
some foods and avoid others. Also discussed in this video is taste
preferences, conditioned aversions and weight control.
Classroom Demonstration 3: Super-tasters.
Preparation: You will want to bring some candy that tends to be overly sweet
or overly sour.
For this demonstration, pass out the sweet candy to your students and have
them eat it. Have them rate on a scale of one to ten how sweet the candy
was. Now pass out the sour candy and have them eat it. Using the same type
of scale, have the rate how sour the candy was. As you have students report
their ratings you may find variance in the ratings that could be due to the
amount of taste buds that individuals have. This can lead into a discussion
on super-tasters, regular tasters, and non-tasters. These categories are
described in an article found at:
http://www.nature.com/nsu/010222/010222-13.html
This website presents information on different types of tasters and the
research that has been done to explore this area.
Student Project 1: Sensitivity to External Cues.
For this project access video 29 on your Connections CD that came with
your textbook. This video, titled “Hunger: Sensitivity to External Cues”
provides information about external cues that contribute to feelings of
hunger. For this project, watch the presentation. Then take the assessment
that will help you determine if you are influenced by the external cues of
food. Then write a one page response paper summarizing what you learned.
Student Project 2: Anorexia Nervosa, Part I and II.
For this student project you will be exploring the eating disorder called
anorexia nervosa. Access two articles found on InfoTrac titled “Anorexia
Nervosa, Part I and Part II written for the Harvard Mental Health Letter
(2003). These articles describe the symptoms, possible contributors from
heredity, upbringing and culture, and look at the various treatments that are
available. For this project, read both articles and then write a one page
response paper.
Student Project 3: Weight Control.
For this project you will read a simple article that discusses the realities of
weight loss as related to metabolism. The authors suggest that the emphasis
should not be on thinness but on being physically fit. This article can be
found on InfoTrac titled “Weight Control: Wanna Be a Loser?” written by
Arbetter (1993). After reading this article, write a one page paper
summarizing at least five things that you learned.
Student Project 4: Eating Disorders.
D For this project you will be exploring the phenomenon of eating disorders.
Access an article found on InfoTrac titled “Eating Disorders: Today,
Anorexia is Much Less a Respector of Race or Socioeconomic
Status…About One Percent of the Women Between 18 and 25 Have
Anorexia” written by Durham (1991). Though this article is somewhat
dated, the information is interesting in that it provides data about individuals
who have eating disorders. After reading the article, write a one page
summary of what you learned. Over ten years later, do you think that the
data would show anything different? Why or why not?
Hunger: Do You Go by “Tummy-Time”?

Journal Prompt 1: Sex Differences in Hunger and Satiation.
As you think about the feelings of hunger and the feeling of being full, do
you think that there might be gender differences with these feelings? An
article found on InfoTrac titled “Sex Differences in the Human Brain’s
Response to Hunger and Satiated” written for Nutrition Research Newsletter
(2002). This article describes research conducted to determine if a gender
difference does exist. Before reading the article, write a journal entry
describing what you think the answer is. Then read the article and finish your
journal entry with the actual answer.
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Journal Prompt 2: Hormones and Being Well Fed.
When you eat a meal do you ever eat so much that your stomach hurts?
Researchers have determined that it may be hormones that are actually
conveying that message. Read an article found on InfoTrac titled “Gut
Hormones Tell Brain the Stomach is Well Fed” written by Travis (2002).
This article describes the research efforts to determine this hormone’s
influence. The researchers suggest that the hormone is released from the
large intestine in proportion to the amount of food you eat. For this journal
entry, write about a time you ate ‘too much’ and relate this experience to the
information in the article.
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Journal Prompt 3: Proteins that Produce Hunger.
Researchers have attempted to determine the biological contributors to

hunger. If they could locate actual biological mechanisms, this could result in
medications to suppress appetites to aid people in losing weight. To learn
about one of these efforts, access an article found on InfoTrac titled
“Proteins That Produce Hunger” written by Travis (1998). This article
suggests that protein receptors found in the lateral hypothalamus may be a
contributor. For this journal entry, write your thoughts about this research.
Do you think that it would be beneficial to develop a medication to help
people lose weight or do you think it should be more of a behavioral
approach?
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IV. Aggression: Of Australopithecines, Humans, Robins, and

Testosterone.
Lecture Topic 1: Three Generations.
To help your students understand the influence of parenting on aggressive

behavior, access an article found on InfoTrac titled “Angry and Aggressive
Behavior Across Three Generations: A Prospective, Longitudinal Study of
Parents and Children written by Conger, Neppl, Kim, and Scaramella (2003).
This article presents a research study which utilized youth, mothers, and
children to explore the possibility of aggression being passed from parents to
children. The authors report that aggressive behavior was related to
parenting behavior.
Lecture Topic 2: Human Aggression.
To help your students more fully understand the complexity of aggression

and the attempts that have been made to understand it, access an article
found on InfoTrac titled “Human Aggression” written by Anderson and
Bushman (2002). This in-depth look at aggression begins with basics
definitions of such topics as aggression, and violence. Then the article
discusses various theories of aggression. The authors use the general
aggression model (GAM) as a basis for the article. The authors also suggest
research that still needs to be conducted in this area. This information will
help your students understand aggressive behavior in humans.
Lecture Topic 3: The Two Worlds of Aggression.
Males and females experience aggression differently. For females, they often
experience aggression from a male whom they were personally involved with.
Males tend experience aggression from other males and may be either friends
or strangers Females experience the aggression with high negative emotional
impact whereas males do not. To help your students learn more about this
gender difference, access an article found on InfoTrac titled “The Two
Worlds of Aggression for Men and Women” written by Graham and Wells
(2001). This article presents research conducted to determine the different
types of aggression experienced by men and women.
Classroom Demonstration 1: Video Games and Aggression.
Preparation: Be familiar with the article.
For this classroom demonstration, have your class come up with

classifications of aggressive behavior. You can assist them in this effort by
contributing the seven types of aggression found in an article on InfoTrac
titled “The Effect of Video Games on Feelings of Aggression” written by
Scott (1995). Some of these types of aggression include: irritability, assault,
resentment, and verbal hostility. After the class has generated a list, have
them compare their favorite video games to this criterion. Students may need
to describe the games so that others can relate. You could also do this with
movies, etc. After this discussion you can discuss with your students the
results the authors found in the above article which suggested that varying
levels of violence in video games did not directly relate to increased
aggressiveness.
Classroom Demonstration 2: Controlling Anger.
Preparation: You will need a computer, projector, and Internet access.
To show your students a resource available to those who have problems

controlling anger, access an Internet site found at:
http://www.apa.org/pubinfo/anger.html
This website is supported by the APA and provides information and
resources focusing on controlling anger.
Classroom Demonstration 3: Warning Signs.
Preparation: You will need a computer, projector, and Internet access.
This demonstration will provide an opportunity for you to show your

students a website that focuses on aggression and violence. Access this
website found at:
http://helping.apa.org/warningsigns/index.html
This website which is supported by the APA provides information on the
warning signs of aggressive and violent behavior.
Student Project 1: Narcissism and Aggression.
Individuals who have the characteristics of being narcissistic tend to have an

unstable self-esteem and want to believe that they are superior. Underlying
this thought pattern is an aversion to any form of criticism. If people are
critical then narcissists tend to react negatively. To learn more about this
connection, access an article found on InfoTrac titled “Narcissism, Self-
esteem, and Aggression” written for the Harvard Mental Health Letter
(1999). After reading this article, write a one page response paper
summarizing the connection between narcissism and aggression. Discuss the
motivation that narcissist have to be aggressive.
Student Project 2: Prison Simulation.
A classic study conducted in the field of psychology was initiated by

Zimbardo at Stanford University and has come to be known as the Prison
Simulation. This study had college students play the roles of prisoner and
guard and was scheduled to run two weeks. After just six days the
experiment had to be abandoned due to unanticipated reactions. To find out
more, access an article found on InfoTrac titled “The Prison Simulation
Experiment” written by Gross (2002). This article summarizes the prison

simulation study. After reading the article write a one page response paper
focusing on your thoughts regarding this study and how it relates to
aggressive behavior. What would you have done as a guard? As a prisoner?
Student Project 3: Aggressive Driving.
Most college students have experienced the frustration of aggressive driving

usually through observing a driver who seems to ignore all others on the road
in an attempt to get what they want. Aggressive driving has become more
recognized with the advent of the term “road rage”. For this project, access
an article found on InfoTrac titled “Effects of Aggressive Driving and Driver
Characteristics on Road Rage” written by Dukes, Clayton, Jenkins, Miller,
and Rodgers (2001). This article describes research designed to explore the
road rage phenomenon. After reading this article, write a one page response
paper discussing any experiences you’ve had with road rage and relate that
experience to what you learned in the article.
Aggression: Of Australopithecines, Humans, Robins, and

Testosterone.
Journal Prompt 1: Violence and Mental Health.
For this journal entry, access an article on InfoTrac titled “Violence and
Mental Health – Part I” written for the Harvard Mental Health Letter (2000).
This article describes the relationship between violent acts and mental health.
After reading the article, write a journal entry discussing your view on this
connection. Do you believe that violent acts are committed by individuals
who are mentally ill?
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Testosterone.
Journal Prompt 2: Violence and Television.
In an attempt to help parents monitor the violence that children are exposed
to, many television stations have rating systems for their programming. For
this journal entry, discuss your thought regarding the effectiveness of this
rating system. Do you pay attention to the ratings that are provided before
programs begin? If children are in the room does this impact your decision?
Do you think that greater attempts need to be made by the television
industry to control violent content in programs? Why or why not?
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Testosterone.
Journal Prompt 3: Adapting?
You learned in earlier chapters about the adaptability of the human body.
Our senses adapt, our neurons adapt, etc. Do societies adapt as well? As
you think back over your life have you noticed that movie content that would
once have given a movie a rating of an R is now seen in PG-13 movies? Do
you think that society has built up a “tolerance” to ever increasing violence
and has thus needs increasing amounts to get the same reaction?
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Lecture Topic 1: The College Transition.
For the incoming freshman at college, the transition may prove difficult.
Research has shown that nearly 1/3 of college freshman do not enroll the
following year. Why does this happen? In an article found on InfoTrac titled
“The Transition From Extrinsic to Intrinsic Motivation in the College
Classroom: A First-Year Experience” written by Thompson and Thorton
(2002) this topic is discussed. The authors suggest that high school students
are extrinsically motivated by grades, attendance, detentions and suspensions.
The college student, on the other hand, is not. The authors suggest that
learning is intrinsically motivating and the transition between the two
experiences can be difficult. As an additional component to this lecture topic
you can have your students describe the difficulties they encountered when
entering college.
Lecture Topic 2: Test Anxiety.
Many students experience test anxiety which can adversely affect academic
performance. Test anxiety can also lead to lower motivation especially when
combined with evaluative threat. To help your students understand this
topic, access an article found on InfoTrac titled “Effects of Test Anxiety and
Evaluative Threat on Students’” written by Hancock (2001). This article
discusses research exploring the relationship between motivation and test
anxiety. You may want to have your students discuss times that they felt test
anxiety.
Lecture Topic 3: Peer Group.
This lecture topic will provide an opportunity for you to discuss with your
students the development of motivation and achievement seen in adolescents
and how their development can be influenced by their peer group. Research
has shown that there is a downward trend in achievement motivation in
academics for many children. In an article found on InfoTrac titled “The
Peer Group as a Context for the Development of Young Adolescent
Motivation and Achievement” written by Ryan (2001), this topic is explored.
This article presents a research study which focused on the influence of the
peer group during the adolescent phase. The authors indicate that peer
groups do have an influence on achievement. They also report that
adolescents tend to affiliate with other students who have similar academic
characteristics.
Classroom Demonstration 1: Why Do You Read?
Preparation: You will need to re-create the ten-item questionnaire found in

the article and include the reasons why your students read when they were
young.
For this demonstration, have your students complete the 10-item

questionnaire found in an article on InfoTrac titled “Effects of Extrinsic
Reinforcement for Reading During Childhood on Reported Reading Habits
of College Student” written by Flora and Flora (1999). Table 1 in this article
presents a 10-item questionnaire assessing interest-enjoyment and
competence in reading. To add some interest to this project, have the
students also indicate why they read when they were young. Did they receive
some kind of reward for reading, money, food, etc.? Or did they read
because they enjoyed it? After your students complete the questionnaire you
can run some basic statistics and show the students the relationship between
extrinsic motivators and later enjoyment of reading. The article suggests that
early extrinsic motivators for reading can open the door for intrinsic
motivation.
Classroom Demonstration 2: The Impossible.
Preparation: You will need a television, VCR, and the video titled The
Impossible Takes a Little Longer.
For this demonstration, show your students the video titled “The Impossible
Takes a Little Longer”. This video portrays four highly accomplished,
seriously disabled women who have a determination to succeed. The video
discusses the challenges these women have faced and the self-acceptance and
self-worth that they have. This video illustrates the power of achievement
motivation.
Classroom Demonstration 3: TAT.
Preparation: You will need to have a Thematic Apperception Test.
It is always interesting to display some of the actual pictures from the

Thematic Appreception Test (TAT). Show the pictures and allow the
students to observe it for a minute, and then ask individuals what is
happening in this picture. This also works well in demonstrating a projective
test.
Student Project 1: Sport Achievement and Moral Reasoning.
While you were growing up you may have heard that participating in sports
builds moral character. Though some might agree with this statement there
are those who would disagree. For this project, access an article found on
InfoTrac titled “Moral Reasoning and Achievement Motivation in Sport: A
Qualitative Inquiry” written by Tod and Hodge (2001). As you read this
article, look for evidence to support what you believe to be true. Then write
a one page summary of what you learned.
Student Project 2: Who Do You Know?
For this project, research a person whom they feel has a lot of achievement
motivation as evidenced by their successes in life. Research this person’s
background and write a short paper discussing their chosen individual’s
achievement motivation factors.
Student Project 3: Achievement and Locus of Control.
At this point in your life you are making decisions that will be influencing the
rest of your life. As you make decisions, do you feel that you have control
over your life or does life control you? This is a question of locus of control.
An internal locus of control means that you feel you have control over events
in your life. An external locus of control means that life pretty much controls
you. To learn how locus of control can influence your need for achievement,
access an article found on InfoTrac titled “Extrinsic Occupational Needs and
the Relationship Between Need for Achievement and Locus of Control”
written by Riipinen (1994). After reading this article, write a one page
response paper discussing the connection between locus of control and
achievement.
Student Project 4: Culture, Gender and Differences in Aggression.
D For this project you will be exploring differences seen in culture, gender and
aggression. Access an article found on InfoTrac titled “Cultural and Gender
Differences in Anger and Aggression: A Comparison Between Japanese,
Dutch, and Spanish Students” written by Ramirez, Fujihara, and Van
Goozen (2001). After reading this short article, write a one page summary of
the information presented in the article.
Achievement Motivation: “Just Do It”.

Journal Prompt 1: Trying New Things.
At times we are drawn to try new things simply because we want to. There
are no external rewards waiting at the end, it just seems like something fun to
do. Access an article found on InfoTrac titled “Drawn to Achievement:
Internal Motivation Pushes us to Try New Things Regardless of Safety or
Sensibility, But Incentives can Sweeten the Deal and Push us to Succeed”
written by Austin (2002). Read the article that discusses an experience the
author had. Then, for your journal entry, describe an activity that you
engaged in just because you wanted to.
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Journal Prompt 2: Achievement Checklist.
For this journal prompt, access an article found on InfoTrac titled

“Achievement Checklist” written by Pollock (2003). This brief article
contains a self-assessment which you can take to determine your
achievement motivation. Take this assessment and then write a journal
prompt focusing on what you learned about yourself.
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Journal Prompt 3: Greatest Achievement.
For this journal entry, think back to your own, personal, greatest
achievement so far. Write this event down and describe how you felt when
you accomplished the task. As you look back, what were the motivations
you had for achieving this? Now think forward. What do you think your
greatest achievement will be? As you contemplate the future and what it
holds for you, what motivates you to achieve that goal?
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Lecture Topic 1: The Language of Emotion.
The stereotypical reaction to males and females communicating emotions is

that males just don’t quite communicate as well. In an article found on
InfoTrac titled “The Language and Communication of Emotion: Universal,
Interpersonal, or Intergroup?” written by Gallois (1993) this topic is one of
many explored. Can the difference actually be attributed to gender or is it
more of a sociocultural power imbalance? This topic shared with your class
can lead to an interesting discussion of the differences your students have
seen in the communication of emotions between males and females. The
article suggests a more holistic approach in the understanding of the
communication of emotion.
Lecture Topic 2: Affect and Athletics.
Most college students can relate to the emotional arousal experienced before
participating in a sporting event (or some other type of performance). The
arousal experienced can actually facilitate performance, to a point, before
over-arousal diminishes performance. To help your students understand the
connection between emotions and performance in athletes, access an article
found on InfoTrac titled “Intensity, Idiosyncratic, Content and Functional
Impact of Performance-Related Emotions in Athletes” written by Robazza
and Bortoli (2003). This article presents a research study designed to explore
the relationship between emotions and athletic performance. The researchers
used elite and non-elite athletes in the study and found report results
including elite athletes experiencing lower cognitive and somatic anxiety
scores and higher self-confidence scores compared to non-elite athletes.
Lecture Topic 3: Cognitive Therapy and Emotions.
One of the assumptions of cognitive therapy is that changing cognitions will

ultimately impact behavior and emotions. Implied in this assumption is the
linear movement. But does this always hold true? To help your students
understand that emotions are complex, access an article found on InfoTrac
titled “Is Cognitive Therapy Consistent With What We Know About
Emotions?” written by Shean (2003). This article presents information that
suggests emotions can be experienced without a cognitive appraisal as
suggested by the Appraisal Theory of emotions. This article also discusses
such topics as neurobiological evidence, affect, cognition and memory,
development and psychopathology, and emotions and psychopathology.
Lecture Topic 4: The Universal Expression of Emotions.
E For this lecture topic access an article found on InfoTrac titled “The Impact
of Culture-Sameness, Gender, Foreign Travel, and Academic Background on
A the Ability to Interpret Facial Expression of Emotion in Others” written by
Swenson, and Casmir (1998). This article present research findings that
indicate gender is the most reliable predictor in an ability to detect emotions
with women being better. Amount of travel was also a factor. This
information can help your students understand the universality of facial
expression of emotions and the factors that contribute to that ability.
Lecture Topic 5: Children and Identification of Facial Expressions.
D Non-verbal processing in children is the topic of an article found on

InfoTrac titled “Improving the Ability of Elementary School-Aged Children
to Identify Emotion in Facial Expression” written by Grinspan, Hemphill,
and Nowicki, Jr. (2003). This article describes a research study conducted to
enhance children’s ability to identify facial emotions. The ability did increase
and had an effect on the children’s feelings of social anxiety and self-concept.
This information can help your students understand the complex process of
emotion recognition.
Classroom Demonstration 1: Emotion.
Preparation: You will need a television, VCR, and the video titled Emotion.
To introduce the topic of emotion, show your students the video titled
“Emotion”. This video explores emotions and considers whether or not
they are innate or learned, the differences seem between cultures, and
compares traditional theories of emotions.
Classroom Demonstration 2: Fear.
Preparation: You will need a television, VCR, and the video titled Scare Me.
For this demonstration, show the video titled “Scare Me”. This video
explores how fear can actually trigger feelings of euphoria and promote
group bonding. The video also explores the physiology of fear and factors
that enhance and suppress fear.
Classroom Demonstration 3: Emotional Intelligence Test.
Preparation: You will need to create a handout of the emotional intelligence

test located in the appendix.
For this demonstration, have your students take the emotional intelligence
test found in the appendix. After giving them time to complete and score the
assessment, discuss with them the theory of emotional intelligence and how
some have suggested that it should replace traditional intelligence testing.
Student Project 1: Genuine or False Smiles.
For this project you will be exploring the area of emotional expression,
through smiles. Access video 30 on your Connections CD titled “Genuine
and False Smiles”. Watch the presentation and then participate in the activity
which has you determine whether or not the smiles seen are genuine or false.
Keep track of how well you do. Then write a one page summary of what you
learned.
Student Project 2: Computers and Emotions.
Can you imagine a time when advances in computer technology will make it
possible for a computer to adapt to your emotions? We may not be too far
off. Access an article found on InfoTrac titled “Brunel University to
Investigate How Computers of the Future Will be Able to Respond to Our
Moods and Recognize our Emotions” written for M2 Presswire (2003). Read
this article and summarize the four areas of computer research being
conducted. Then write a one page summary critically evaluating this type of
research.
Student Project 3: Emotional Intelligence.
Fro this project, access an Internet site which can be found at:
http://trochim.human.cornell.edu/tutorial/young/eiweb2.htm
This website contains information about emotional intelligence and contains
links to information about the construct. Explore the website and then write
a one page paper summarizing what you learned.
Student Project 4: Happy Countries.
D Research has shown that some countries are actually happier than others,
though the results of the research may surprise you. For this project access
an article found on InfoTrac titled “Mirth on Earth” written by Doskoch
(1995). Though this research is a little dated, read the article and summarize
the information that is presented in the article. Do you think that the
findings would hold true if they conducted the research today? Does this
give you any information on factors that could contribute to your own
happiness?
Emotion: Adding Color to Life.

Journal Prompt 1: Gene Mutations.
Researchers have found that a mutant gene may be responsible for the fear
that some people experience in such disorders as anxiety and neuroticism.
The difference created is shorter alleles of the serotonin transporter gene.
Individuals who have this condition interpret even neutral stimuli as more
fearful. This discovery is reported in an article found on InfoTrac titled
“Gene Mutations Affect Cognition, Emotions” written by Evans (2003). As
you think about this finding, write a journal entry describing your fears.
More than likely you do not have short alleles as fear is a normal reaction to
some stimuli. Are you easily frightened or not? What are the things in life
that do frighten you?
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Journal Prompt 2: Smell and Emotions.
For this journal entry, describe an experience where a smell or smells

impacted your mood. This could have been a dominant smell that was very
pervasive or just the hint of your significant other’s perfume or cologne. In
an article found on InfoTrac titled “Aromachology?” written for Home
Accents Today (2003) this topic is discussed. The article suggests that
fragrances can impact feelings of well-being. Do you believe this to be true?
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Journal Prompt 3: High Alert.
When you heard that the country was going to go to war, how did it impact
you? When the tragedy of September 11 happened did it impact your
emotionally? Can you still feel the feelings you had then? In an article found
on InfoTrac titled “Emotions Go On High Alert as War Looms” written for
Knight Ridder/Tribune Business News (2003) the emotions that people
experience as war was approaching are discussed. For this journal entry,
discuss how your emotions are affected by these major types of events.
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Journal Prompt 4: Get Happy.
A Now that you’ve had a chance to read your textbook and to learn about the
various studies conducted on what makes people happy, what will make you
happy? For this journal entry, write down the things that you think will
contribute to your happiness. If you need to, review the research reported in
the text. Once you have a list the next step will be focusing on those things
that will get you there. Set goals, stay motivated and find your happiness.
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Lecture Topic: Why Are You Hungry?
For this lecture topic, discuss with your students the differences between
physical needs for food and psychological needs for food. You may want to
begin with a discussion on the hunger symptoms that are experienced by
each. To help your students understand this difference, access an article
found on InfoTrac titled “Why Are You Hungry?” written by Freedman
(1989). This brief article discusses the differences between physical and
psychological hunger and how this relates to weight gain and dieting.
Classroom Demonstration: Hunger and Satiety.
Preparation: Be familiar with the article.
For this classroom demonstration, ask your students the following questions:
1) What is the definition of hunger and satiety? How do they know when
they are hungry or satiated? 2) Can feelings of hunger and satiety be
measured? If so how? 3) What factors influence their hunger and feeling of
fullness? 4) Are there specific foods that influence their satiety more than
others? Write down on the board the answers generated by your students.
Then share with them the answers given by a group of professionals that
were asked to answers these questions as part of the role they had as part of a
panel discussion sponsored by the American Dietetic Association. This
article can be found on InfoTrac titled “Hunger and Satiety: Deceptively
Simple Words for the Complex Mechanisms That Tell Us When to Eat and
When to Stop” written by Zorrilla (1998). Your students may be surprised to
see that there are four definitions of hunger as well as multiple contributors
to the feelings of hunger and satiety.
Student Project: Everyday Food Triggers.
This project will have you explore the area of eating and you will learn the
results of some interesting research suggesting that everyday factors may be
influencing your eating habits. Access an article found on InfoTrac titled
“Are Everyday Food Triggers Making You Overeat?” written by Hudnall
(1992). Read this article and provide the following information: 1) What
colors are associated with making people more hungry? 2) What type of
music should be avoided if you are trying to lose weight? 3) Which season of
the year is associated with eating more? 4) What influence does barometric
pressure have on eating? 5) What did you find most interesting in the article?
LIFE CONNECTIONS: Obesity-A Serious and Pervasive Problem.

Journal Prompt: Obesity.
For this journal entry, access an article found on InfoTrac titled “Obesity:
The Numbers” written for Nutrition Today (2002). As a student you may
often hear about how obese people are. But have you seen the actual
numbers? This article presents the actual numbers from a 1999-2000 survey
of adults and children. After reading this short article, write a journal entry
focusing on your reaction to the actual numbers.
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ANNOTATED BIBLIOGRAPHY
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Annual Review of Psychology, pp.27-51. This article provides an in-depth look at
aggression including definitions and theories.
Anorexia nervosa – Part I. (2003, February). Harvard Mental Health Letter, 19,
NA. This article discusses the symptoms and possible contributors to the eating
disorder anorexia nervosa.
Anorexia nervosa – Part II. (2003, March). Harvard Mental Health Letter, 19,
NA. This article is part II in a series and focuses on the treatment of anorexia
nervosa.
Arbetter, S. (1993). Weight control: Wanna be a loser? Current Health 2, a

Weekly Reader publication, 19, 6-12. This article describes a paradigm shift that is
needed from thinness to physical fitness. The article also discusses the realities of
weight loss.
Aromachology? (2003). Home Accents Today, 18, 34. This article suggests that
fragrances can impact feelings of well-being.
Austin, N.K. (2002). Drawn to achievement: Internal motivation pushes us

to try new things regardless of safety or sensibility, but incentives can sweeten the
deal and push us to succeed. Incentive, 176, 12. This article discusses the things that
people do, due to their intrinsic motivation.
Birch, L.L., & Fisher, J.O. (1998). Development of eating behaviors among
children and adolescents. Pediatrics, 101, 539-549. This article suggests that eating
behaviors learned as children may influence eating behaviors as adults.
Brunel University to investigate how computers of the future will be able to

respond to our moods and recognize our emotions. (2003, March 19). M2 Presswire,
NA. This article discusses some advancements in computer design that will allow
computers to respond to emotional reactions that the user has.
Chow, P., & Wood, W. (2001). Comparing cognitive dissonance test scores
of college students in Canada with those in the United States. Education, 122, 128-
130. This article describes a research project focusing on cognitive dissonance in
college students. Older students have less dissonance compared to younger students.
Conger, R.D., Neppl, T., Kim, K.J., & Scaramella, L. (2003). Angry and
aggressive behavior across three generations: A prospective, longitudinal study of
parents and children. Journal of Abnormal Child Psychology, 31, 143-160. This article
presents research focusing on mothers, youth, and children to explore aggressive
behavior transmission as a result of parenting behavior.
Doskoch, P. (1995). Mirth on Earth. Psychology Today, 28, 48-49. This article
presents research describing why some countries are happier than others.
Dukes, R.L., Clayton, S.L., Jenkins, L.T., Miller, T.L., & Rodgers, S.E. (2001).
Effects of aggressive driving and driver characteristics on road rage. The Social Science
Journal, 38, 323. This article presents research in the area of road rage designed to
more fully explain the phenomenon.
Emotions go on high alert as war looms. (2003, March 19). Knight

Ridder/Tribune Business News, NA. This article describes the emotional reactions
people experienced when war was impending.
Evans, J. (2003). Gene mutations affect cognition, emotions. Clinical Psychiatry

News, 31, 34-35. This article describes research findings suggesting that mutant genes
may be responsible for some fears experienced by people.
Fairburn, C.G., & Harrison, P.J. (2003). Eating disorders. The Lancet, 361,
407. This article is an in-depth look at anorexia and bulimia including diagnostic
criteria and treatment options.
Flora, S.R., & Flora, D.B. (1999). Effects of extrinsic reinforcement for
reading during childhood on reported reading habits of college students. The
Psychological Record, 49, 3. This article presents research suggesting that early extrinsic
motivators can open the door for later intrinsic motivation in reading.
Freedman, D. (1989). Why are you hungry? Nation’s Business, 77, 69. This
article describes the differences between physical hunger and psychological hunger.
Gallois, C. (1993). The language and communication of emotion: Universal,

interpersonal, or intergroup? American Behavioral Scientist, 36, 309-338. This article
explores gender differences seen in the expression of emotions.
Gardner, D.M. (1997, February). The 1997 body image survey results.
Psychology Today, pp. 30-44, 75-78, 84. This article describes a research study focusing
on body image utilizing surveys that were conducted in various years.
Graham, K., & Wells, S. (2001, November). The two worlds of aggression
for men and women. Sex Roles: A Journal of Research, 595-622. This article presents
research conducted to determine the differences experienced by men and women
with aggression.
Grinspan, D., Hemphill, A., & Nowicki, S. Jr. (2003). Improving the ability
of elementary school-aged children to identify emotion in facial expression. Journal of
Genetic Psychology, 164, 88-100. This article describes a research project designed to
improve young children’s ability to detect facial expression of emotions. After
improving ability self concept and social anxiety were also examined.
Gross, R. (2002). The prison simulation experiment. Psychology Review, 8, 15-

17. This article summarizes the classic prison simulation study conducted by
Zimbardo.
Hancock, D.R. (2001). Effects of test anxiety and evaluative threat on

students’ achievement and motivation. The Journal of Educational Research, 94, 284-291.
This article discusses research focusing on test anxiety in college students and how it
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Hudnall, M. (1992). Are everyday food triggers making you overeat?

Environmental Nutrition, 15, 1-2. This article presents research findings of external
triggers to eating including colors, music, and season of the year.
Joy, R. (2001, July). Satisfying human needs. World Tobacco, pp. 13-14. This
article is a summary of Maslow’s Hierarchy and relates the theory to marketing.
Live issue: Motivational leaders – What makes a good leader? (2003, April).
Promotions & Incentives, p.32. This article discusses the qualities of those who are able
to motivate others. The article includes a leadership self-assessment.
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Maltby, J., & Day, L. (2001). The relationship between exercise motives and
psychological well-being. The Journal of Psychology, 135, 651-660. This article describes
research in an attempt to identify the motivations for exercise. The article focuses
on both intrinsic and extrinsic motivation.
Maude, M.R. (1997). The self. Fund Raising Management, 28, 18-20. This
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external and internal motives. The article also discusses Maslow’s Hierarchy.
Nader, K., Bechara, A., & van der Kooy, D. (1997). Neurobiological
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Narcissism, self-esteem, and aggression. (1999). Harvard Mental Health Letter,

15, NA. This article describes the relationship between narcissistic individuals and
their aggressive tendencies.
Obesity: The numbers. (2002). Nutrition Today, 37, 224. This article presents
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Parachin, V.M. (1999). Seven secrets for self-motivation. Supervision, 60, 3-5.
This article suggests seven secrets to self motivation.
Pollock, T. (2003). Achievement checklist. Electric Light & Power, 81, 31. This
article presents a short self-assessment on achievement motivation.
Ramirez, J.M., Fujihara, T., & Van Goozen, S. (2001). Cultural and gender
differences in anger and aggression: A comparison between Japanese, Dutch, and
Spanish students. The Journal of Social Psychology, 141, 119. This article discusses
differences seen aggression between gender and various cultures. Explanations for
the differences are given.
Riipinen, M. (1994). Extrinsic occupational needs and the relationship

between need for achievement and locus of control. The Journal of Psychology, 128, 577-
587. This article presents research focusing on the connection between locus of
control and achievement.
Robazza, C., & Bortoli, L. (2003). Intensity, idiosyncratic content and

functional impact of performance-related emotions in athletes. Journal of Sports
Sciences, 21, 171-189. This article presents research relating affect and athletic
performance in elite and non-elite athletes.
Ryan, A.M. (2001). The peer group as a context for the development of
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article discusses research which focused on peer group influence in adolescence and
the resultant impact on academic motivation.
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Journal of Psychology, 129, 121-132. This article discusses a research project which
explored the relationship between violent video games and aggression in those who
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Sex differences in the human brain’s response to hunger and satiation.

Nutrition Research Newsletter, 21, 5-6. This article describes gender differences that
exist with the feelings of hunger and satiation.
Shean, G.D. (2003). Is cognitive therapy consistent with what we know about
emotions? The Journal of Psychology, 137, 195-208. This article discusses the
relationship between emotions and cognitive therapy and suggests that some
assumption made by cognitive therapists do not directly relate to the experience of
emotions.
Silvester, J., Patterson, F., & Ferguson, E. (2003). Comparing two

attributional models of job performance in retail sales: A field study. Journal of
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Skillman, G. (1995, March-April). Game theory? Does greed explain enough?

Dollars & Sense, pp.32-34. This article describes game theory and explains
motivations used when playing. The classic prisoner’s dilemma is presented.
Swenson, J., & Casmir, F.L. (1998). The impact of culture-sameness, gender,
foreign travel, and academic background on the ability to interpret facial expression
of emotion in others. Communication Quarterly, 46, 214. This article discusses factors
involved in the ability to interpret facial expression of emotions in others. Gender
was a major factor with women being better than men in recognizing emotions.
Thompson, B.R., & Thornton, H.J. (2002). The transition from extrinsic to
intrinsic motivation in the college classroom: A first year experience. Education, 122,
785-782. This article describes the difficulties some college students have as they
move from an extrinsically based high school motivation to an intrinsically based
college experience.
Tod, D., & Hodge, K. (2001). Moral reasoning and achievement motivation
in sport: A qualitative inquiry. Journal of Sport Behavior, 24, 307. This article presents
research conducted to determine if participation in sport builds moral character.
Travis, J. (2002). Gut hormone tells brain the stomach is well fed. Science
News, 162, 83-84. This article describes a hormone that conveys the message of
satiation to a person’s brain.
Travis, J. (1998). Proteins that produce hunger… Science News, 153, 159.
This article describes research efforts to determine if a protein might be responsible
for the feelings of hunger that people have.
Violence and Mental Health – Part I. (2000). Harvard Mental Health Letter, 16,
NA. This article discusses violent behavior and the relationship it has with mental
health.
Wann, D.L., Schrader, M.P., Wilson, A.M. (1999). Sport fan motivation:
Questionnaire validation, comparison by sport, and relationship to athletic
motivation. Journal of Sport Behavior, 22, 114. This article presents research on sport
motivation and why people watch sporting events.
Whitehead, R., Butz, J.W., Vaughn, R.E., & Kozar, B. (1996). Implications
of Gray’s three factors arousal theory for the practice of baseketball free-throw
shooting. Journal of Sport Behavior, 19, 354-362. This article presents research utilizing
Gray’s three factor model of motivation to understand free-throw shooting in
college basketball athletes.
Zorrilla, G. (1998). Hunger and satiety: Deceptively simple words for the
complex mechanisms that tell us when to eat and when to stop. Journal of the
American Dietetic Association, 98, 1111. This article describes the discussion of a panel
of experts focusing on the feelings of hunger and satiety.
FILMS/VIDEOS
Dying to be Thin. This video explores the complexity of eating disorders including
psychological aspects and effective therapies. Prevalence rates are also presented.
Available from Insight Media. (www.insight-media.com)
Emotion. This video explores the topic of emotions including the nature-nurture
debate, cultural differences, and traditional theories of emotions. Available from
Insight Media. (www.insight-media.com)
The Impossible Takes a Little Longer. This video presents the lives of four
seriously disabled women and their desire to overcome their disability and achieve.
Available from Indiana University.
Motivation and Emotion: Discovering Psychology Series. This video explores

the areas of motivation and emotion. Hosted by Philip Zimbardo this video focuses
on topics such as Freud’s theory of motivation and Maslow’s hierarchy. Available
from Annenberg/CPB.
Motivation and Self-Actualization. This video discusses Maslow’s hierarchy of
needs and variables related to self-actualization. Available from Psychological Films.
The Psychology of Eating. This video explores why people and animals eat.
Included in this film are discussions on taste preferences, conditioned aversions and
weight control. Available from Harcourt, Brace, Jovanovich.
Scare Me. This video explores the emotion of fear, it’s physiology, and how fear can
actually trigger feelings of euphoria and group bonding. Details on how to suppress
and enhance fear are also presented. Available from Films for the Humanities and
Sciences.
WEBSITES
Aggression
http://www.apa.org/pubinfo/anger.html
This website is supported by the APA and provides information on controlling
anger.
http://helping.apa.org/warningsigns/index.html
This website which is supported by the APA provides information on the warning
signs of aggressive and violent behavior.
Eating
http://www.nature.com/nsu/010222/010222-13.html
This website presents information on different types of tasters and the research that
has been done to explore this area.
Emotions
http://trochim.human.cornell.edu/tutorial/young/eiweb2.htm
This website contains information about emotional intelligence.
LANGUAGE ENHANCEMENT GUIDE
Consume- to absorb the attention of
Deprivation- an act or instance of depriving, loss
Elimination- to leave out
Excessive- the amount by which one quantity exceeds another
Incentives- something that incites or is likely to incite to determination or action
Instinctively- behavior originating below the conscience level
Irritable- capable of being irritated
Propelling- to drive forward
Tolerant- the body’s ability to become less responsive over time to something
Wakefulness- not sleeping or able to sleep

HANDOUT
MASTERS
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CHAPTER XVIII—“GHOST TALK” AGAIN
The Colodia was put about, and at reduced speed approached the
spot where the submarine had gone down. There was very little
wreckage on the surface of the ocean; but several black spots seen
through the officers’ glasses caused two boats to be hastily launched
and both were driven swiftly to the rescue of the survivors of the
German craft.
Morgan was in one of these boats. All through the fight he had
thought of the Argentine skipper, Captain di Cos of the Que Vida.
The possibility of his still being aboard the submarine worried the
American lad. If there were prisoners, they had gone down with the
enemy craft.
These were the fortunes of war; nevertheless, that the
unfortunates should be lost with the members of the German crew,
was a hard matter. Only three survivors were picked up, and one of
them, with his arm torn off at the socket, died before the boats could
get back to the destroyer.
The two were Germans. Questioned about possible prisoners
aboard the submarine, they denied knowledge of them. Yet it was
positive that Captain di Cos, at least, had been carried away by the
German craft when the Que Vida was sunk.
Later some information was gleaned from the two prisoners
brought back to the Colodia. The super-submarine had been known
as the One Thousand and One. She was the first of a new type of
subsea craft that the Germans hoped to use as common carriers if
they won the war.
According to the story told by the prisoners—especially by one
who was more talkative than his fellow—the huge submarine had a
crew of sixty men, with a captain for commander, a full lieutenant
and a sub-lieutenant. She was fully provisioned and carried plenty of
shells. Her commander’s desire to save torpedoes, their supply of
which could not be renewed nearer than Zeebrugge or Kiel, was the
cause of the submarine being caught unaware by the destroyer.
Had the Western Star been sunk at once by the use of a torpedo,
the underseas boat would have been far away from the scene when
the American ship arrived. It was an oversight!
“And it is an oversight her commander can worry about all through
eternity,” Mr. MacMasters growled, in talking about it with the boys
he took into his confidence now and then. “It is my idea that that big
sub could get stores and oil without running home to her base; but
she could not get torpedoes.”
He did not explain further what Commander Lang and his officers
suspected. But the German prisoners had been interrogated very
carefully along certain lines, especially regarding that German raider
called the Sea Pigeon for which the Colodia had really been sent in
search.
The big submarine had taken considerable treasure and valuable
goods from the vessels she had sunk. Then, for a time, she had
disappeared from the steamship lanes. Where had she gone with the
stolen goods?
The prisoners hesitated to explain this. Indeed, one of them
became immediately dumb when he saw what the questioning was
leading to. From his companion, however, was obtained some
further information.
It was a fact that the submarine had left her base with the raider
known as the Sea Pigeon. The underseas boat convoyed the bigger
craft through the danger zone. It was not a difficult guess that when
the two German boats had separated arrangements had been made
for certain rendezvous at future dates—when and where? Besides,
both boats were furnished with wireless.
“I would make that Heinie tell the whole story,” Ensign MacMasters
said.
“He might not tell the truth, sir,” suggested Whistler Morgan.
“Then I’d hang him,” declared the officer. “A threat of that kind will
make these brave Heinies come to time. I know ’em!”
Commander Lang had his own way of going about this matter. He
used his own good judgment. Whether he believed he had obtained
the full truth from the prisoners or not about the Sea Pigeon, he
turned the destroyer’s prow toward the reaches of the western
Atlantic, leaving the eastern steamship lanes behind.
The crew only knew that the Colodia must be following at least
some faint trail of the raider. For the destroyer had been sent to get
the German ship, and Commander Lang was not the man to neglect
his work.
The radio men picked plenty of chatter out of the air; but, as far as
the Navy Boys knew, though they tried to find out, little of it referred
to the German raider.
One thing George Belding did learn from his friend, Sparks: The
“ghost talk” was rife in the static once more. This wireless spectre
had all the operators in a disturbed state of mind, to say the least.
“Sparks seems to have lost his common sense for fair, over it,” Al
Torrance observed. “You know more about this aero stuff than any of
us, George. What do you really think it is? Somebody trying to call
the Colodia?”
“That is exactly what Sparks doesn’t know. He admitted to me that
he caught the destroyer’s name, but not her number. It’s got so now
this ‘ghost’ breaks in at a certain time in the afternoon watch—just
about the same time each day. One of his assistants says he has
spelled out ‘Colodia,’ too. But it may be nothing but a game.”
“How ‘game’?” asked Ikey eagerly.
“Somebody fooling with a machine. Sparks says the sounds grate
just like ‘static!’”
“And that is as clear as mud,” complained Frenchy Donahue.
“Could this unexplained talk be some new German code?”
Whistler Morgan asked.
“All Sparks got is in English; but it doesn’t amount to any sense,
he says. If it is a code, he never heard the like before.”
“It might be a German code with English words,” put in Al. “One
word in code means a whole sentence.”
“I believe you! Wish Sparks would let me put on the harness and
listen in on it,” grumbled Belding. “I haven’t forgotten the wireless
Morse I learned back there before the war.”
“Go to it, George,” urged Al.
“I wish I knew Morse,” added Whistler. “Get into it, George. Get
Sparks to let you try a round with the ‘ghost talk.’ He is friendly to
you.”
Thus encouraged, Belding took a chance with the chief of the
radio during that very afternoon watch. It was during these hours, it
was reported, that the strange and mysterious sounds broke in upon
the receiving and sending of the operators aboard the Colodia.
“It is against the rules to let you into this room, boy,” Sparks told
him, smiling. “I can’t give up my bench to a ham.”
“I’m no ham, Mr. Sparks,” declared Belding. “I’ve shown you
already that I can read and send Morse.”
“I don’t know,” the radio man murmured, shaking his head.
But he was really fond of George Belding, and the latter had to
coax only a little more. This, as a rule, was not a busy hour.
He allowed the youth to slide in on the bench and handed him the
head harness. George slipped the hard rubber discs over his ears
and tapped the slide of the tuner with a professional finger.
“Plenty of static,” he observed, for it was trickling, exploding, and
hissing in the receivers.
“No induction,” Sparks suggested.
Belding slid up the starting handle. The white-hot spark exploded
in a train of brisk dots and dashes. Belding snapped up the aerial
switch and listened. The message he was catching from the air was
nothing to interest him or the Colodia.
He was sensitizing the detector and soon adjusted the tuning
handle for high waves. The chief watched him with a growing
appreciation of the boy’s knowledge of the instrument and its
government.
On these high planes the ether was almost soundless. Only a little
static, far-removed, trickled in. It was in the high waves that most of
the naval work is done and the sending of orders to distant ships is
keyed as fine as a violin string—and sounds as musical.
Sliding the tuning handle downward, Belding listened for
commercial wave-lengths. Something—something new and
unutterably harsh—stuttered in his ear.
He jerked back from the instrument and glanced suspiciously at
Sparks.
“Do you hear it?” the latter demanded.
“I hear something,” said the young fellow grimly. “It—beats—me
——”
Were these the sounds that had been disturbing the radio men, off
and on, for a week or more? Laboriously, falteringly, the rasping
sounds grated against Belding’s eardrums. It was actually torturing!
The atrocious sending began, in Belding’s ear, to be broken into
clumsy dots and dashes. The wave-lengths were not exactly
commercial; nor did the sending seem to be in the Continental code.
He listened and listened; he turned the tuner handle up and down.
He got the soundwaves short and got them long; high and low as
well. But one fact he was sure of: they were the same sounds—the
same series of clumsy dots and dashes—repeated over and over
again!
George Belding swung at last from the instrument and tore off the
receiving harness. Sparks was grinning broadly upon him.
“Ugh!” ejaculated the youth. “Is it a joke? I am almost deafened by
the old thing.”
“What do you make out the ghost talk to be, George?”
“Are you sure it isn’t a joke?”
“Not on my part, I do assure you,” declared the radio man.
“Then,” said Belding slowly, “I believe somebody is trying to
communicate a message and for some reason can’t quite put it
through.”
“Did you get the word ‘Colodia’?” Sparks asked quickly.
“No, sir. But one word I believe I did get,” said the young fellow
gravely.
“What’s that?”
“‘Help,’” Belding repeated. “‘H-e-l-p, Help.’ That’s what I got and all
I got. I do not think I am mistaken in that!”
CHAPTER XIX—A DIFFERENCE OF OPINION
Had George Belding not been such a stubborn fellow he never would
have stuck to his opinion about the strange call received by the
Colodia’s radio men, by wireless telegraph. For neither the chief,
called Sparks, nor his assistants or students (the latter scornfully
entitled “hams”) had spelled anything like “help” out of the strange
sounds to which Belding’s attention had been called.
“Don’t tell me such stuff,” insisted the chief. “That’s as old as the
hills, George. When I first went into wireless, it used to be the
standing joke to feed the student a ‘Help! We are lost’ call to steady
his nerves. It was called C D Q in those old times.”
“I am not kidding,” said George Belding rather sullenly, for he did
not like to be laughed at.
“No. And don’t try to make me believe that anybody is trying to kid
you with a ‘help’ call,” Sparks said, shaking his head.
But as we have said, George was stubborn. Sparks thought he
had spelled out the name of the destroyer in those grating sounds. If
so, why shouldn’t it be just as reasonable that Belding had heard the
dots and dashes spelling ‘h-e-l-p’?
Belding put this up to Whistler and Al when he had a chance to tell
them about it in the first dog watch. He was not excited at all. He
simply did not like to have his word doubted or be laughed at by
Sparks.
“As for being laughed at,” the very sensible Philip Morgan said, “it
strikes me that I wouldn’t be worried by that. Your opinion is just as
good as old Sparks’ or anybody else’s, for that matter. Eh, Al?”
“Why not?” returned the other Seacove boy. “It was George heard
the sounds, not Sparks. Get a chance to listen in again, George.”
“Can it be possible that there is somebody trying to send a
message for help to the Colodia?” Whistler went on slowly.
“Cracky!” ejaculated Al, “I didn’t think of that.”
“Sparks says that he thought he spelled out the destroyer’s name.
George has heard the word ‘help.’ Get after it, George!” he added,
earnestly. “Don’t let ’em put you down.”
“But who under the sun would be doing such a thing?” demanded
Al. “Is it a joke, after all?”
“It will be a sorry joke if our Government gets after the sender. The
law is mighty strict about private wireless plants, you know,” said Phil
Morgan.
“There is one sure thing,” declared Belding. “If anybody is trying to
call this ship, they don’t know much about the regulation codes and
sendings. They don’t know the destroyer’s number, and the way they
handle Morse is a caution to cats!”
“Stick to it,” advised Whistler.
But George did not really need to be urged in this direction. The
next afternoon watch he was back at the radio room begging to
“listen in” again. Because of the interest the radio men had begun to
feel in the “ghost talk” in the air at this time of day, both Sparks and
one of his assistants were on hand.
The regular radio men were listening for the peculiar voice in the
wireless, at all hours; but it seemed to be confined now to an hour or
two in mid-afternoon. One after the other the Colodia’s radio force
slipped on the receiving harness and listened to the mystery. Belding
got his chance, in spite of the fact that Sparks laughed at him.
This time Belding kept the instrument tuned down to the
commercial waves on which it seemed the “ghost talk” was the more
easily transmitted. Now and then he got the spelling of a letter
clearly. But not a word in its entirety did he hear on this day—not
even “help.”
“I get ‘r’, ‘d’, and ‘b’ a lot,” he signed, turning the receiver over to
Sparks again. “They are in rotation—‘r’, ‘d’, ‘b’—and sometimes
there follows another ‘d’. There are letters missing between them,
excepting between the ‘b’ and the first ‘d’.”
“No ‘help’ stuff, eh?” queried Sparks.
“Nor any ‘Colodia’,” snorted Belding.
But he sat and watched the radio chief give his full attention to the
mystery, and after a minute or two saw that the man was spelling
something out carefully on the pad of scratch-paper under his hand.
Belding peered over his shoulder and saw Sparks set down these
letters as he heard them in the sound waves:
R DB
R DB R
R DB D
RE B D
R D RD
R DB
RE I
Sparks pulled off the harness and swung about to look at George
Belding.
“Is that about what you heard?” he demanded.
“Yes, sir. At least, in part.”
“Well, hang it all!” cried Sparks. “That’s a still newer combination.
It’s neither ‘Colodia’ nor ‘help.’ I tell you it beats me, George.”
When Belding left the wireless room he took with him the piece of
paper on which Sparks had written. The letters in combination
seemed to mean nothing; but he showed them to Whistler and Al
Torrance when he found those two chums together.
“Looks like one of those puzzles they have on the back page of
the papers at home,” said Al. “You know: The ones you are
supposed to fill in with other letters to make ’em read the same up
and down and across.”
“This is no acrostic,” said Belding firmly.
But Whistler stared steadily at the paper for some minutes without
saying a word. Only his lips slowly puckered, and Al nudged him to
break off the thoughtful whistle which he knew his chum was about
to vent.
“Huh? Oh! All right,” murmured Morgan, accepting Al’s admonition.
“What do you see?” asked Belding.
“I see that it is the same word each time, of course,” replied
Whistler. “But I don’t believe my eyes.”
“What’s that?” demanded the other two boys.
“If the ghost of the air,” said Whistler gravely, “did not spell out the
name of this destroyer this afternoon, it certainly did try to put over
the name of another ship.”
“Wow!” exclaimed Al. “Tell us.”
“What ship do you mean?” asked Belding, scowling thoughtfully at
the paper.
Quickly Whistler covered the letters on the sheet as, with his own
pencil, he filled in the gaps between them. When he flashed the
sheet before the eyes of his two friends each of the lines of letters
made the same word. And that word was:
“REDBIRD”
“My goodness! You have gone crazy, Phil Morgan!” almost

shouted Belding.
“Cracky! that’s the ship your sisters and Belding’s folks are aboard,
you know,” gasped Torry. “Why, Whistler, I believe with George that
you are crazy!”
“All I see,” said Morgan, quite unruffled, “is that George brought us
some letters that, very easily and sensibly, make the name of his
father’s ship now bound for Bahia.”
“Cracky!” exclaimed Al again.
“But—but do you suppose anything has happened to father,
mother and the girls? Do you really, Morgan?”
“Who said anything about ‘something happening’ to them?”
demanded his friend with some heat. “I am merely pointing out the
possibility that the name of that ship is in a wireless message that
somebody seems anxious to put over.”
“But who—what——”
“Exactly!” exclaimed Whistler, stopping Belding at that point. “We
don’t know. We have merely learned that the radio men first spelled
out the name of this destroyer. Now you and the chief have caught
the name of the Redbird. The two names seem to be in the
combination. Therefore, is it ‘crazy’, as you fellows say, for me to
suggest that perhaps the mysterious message deals with both of the
vessels named?”
“I begin to see your idea, Phil,” admitted Belding. “But it did shake
me. You know, I spelled out ‘help’ first of all.”
“But you did not get that to-day,” said Whistler quickly. Then he
added: “We know the Redbird is fitted with wireless.”
“Yes.”
“Perhaps somebody aboard is trying to send a message to us just
for fun.”
“For fun, indeed!” exclaimed Al Torrance. “People aren’t fooling
with the radio ‘for fun’ in these times.”
“I don’t know. You know how girls are,” drawled Whistler. “George,
does your sister Lilian know anything about Morse and the radio?”
“Oh, my prophetic soul!” gasped Belding, suddenly arousing to the
point Whistler made. “I should say she did! Lil got to be fairly good at
both sending and receiving when we had the plant on the roof of our
house.”
“Could this be Lilian trying to get a message over to us—just for
fun?”
“Cut out the ‘fun’ business,” implored Al. “That doesn’t sound
reasonable.” But that was the very idea that caught George Belding.
“She’s that kind of girl,” he declared. “Tell her she must not do a
thing, and she’s sure to try it. But I don’t understand——”
“Of course, it’s only a guess on my part,” Whistler said quickly.
“But can’t you think of some way to try her out—identify her, you
know? Tell Sparks what you think and get him to let you try to send
her a message.”
“Whew!” exclaimed Al. “So there’s nothing more than that in it?
Shucks! Another mystery gone fooey.”
“Phil’s idea does sound awfully reasonable,” added Belding,
evidently much relieved in his mind.
Phil Morgan’s countenance did not reveal his secret gravity. He
still remembered that the word “help” had been connected with the
names of the two craft—the destroyer and the merchant vessel—
which seemed to be a part of the strange message out of the air.
CHAPTER XX—TOO LATE AGAIN
If the Seacove boys, George Belding and the radio force, found an
interest aside from the general object of the Colodia’s cruise, the
bulk of the crew were not so fortunate. Their keen outlook for the
German raider the Sea Pigeon, began to be dulled as the tropical
days dragged by.
The destroyer was running down a westerly course near enough
to the equatorial regions to cause every one to feel the languor that
usually affects the northern-born in southern climes. The boys lolled
around the decks, and found drill and stations hard tasks indeed.
Everybody said: “Is it hot enough for you?” And with the
permission of the executive officer more than half the crew slept on
deck instead of below in their hammocks.
During a part of the afternoon watch the engines of the destroyer
were stopped, a life-raft was lowered on the shady side of the ship,
and the boys in squads were allowed to bathe, the quartermaster’s
boat with two sharpshooters in it, lying off a few yards on the watch
for sharks.
The Colodia had an objective point, however, toward which she
was heading without much loss of time. Hour after hour she steamed
at racing speed and through an ocean that seemed to be utterly
deserted by other craft.
In those wartimes the lanes of steam shipping, and sailing craft as
well, had been changed. Ships sometimes sailed far off their usual
course to reach in safety a port, the track to which was watched by
the German underseas boats. The Colodia would ordinarily have
passed half a hundred ships on this course which she followed
toward the American shores.
Cruising the seas, whether for pleasure, profit, or on war bent, is a
very different thing nowadays from formerly. Practically this change
has been brought about by a young Italian who had a vision.
No longer does a ship go blindly on her course, unable to learn
who may be her neighbor, deaf to what the world ashore is doing as
long as she remains out of port.
The wireless telegraph has made this change. The radio furnishes
all the gossip of sea and land. Even in wartime the news out of the
air puts those at sea in touch with their fellowmen.
All day long, and through the night as well, the radio force on the
Colodia might listen to the chatter of the operators on land and sea.
Unnecessary conversation between operators is frowned upon; but
who is going to “listen in” on a couple of thousand miles of wireless
and report private conversations between working radio men?
On the Colodia a man was at the instrument practically every
minute, day or night. Commercial messages, weather warnings,
code sendings of three or four Governments, the heavy soundwaves
from Nauem, the German naval headquarters, flashes from ship to
ship—all this grist passed through the wireless mill of the destroyer.
All the time, too, they were seeking news of the Sea Pigeon, the
German raider, which the Colodia had been sent out particularly to
find. Of course, the finish of the submarine One Thousand and One
had been reported to the naval base, and an emphatic, “Well done!”
had been returned. But the sinking of the submarine, after all, was
not the main issue.
As the destroyer had combed the sea for her prey, so she combed
the air by her wireless for news of the raider. And when the news
came it was as unexpected as it was welcome. The men were
offering wagers that the destroyer would end in seeing New York
again rather than sighting the Sea Pigeon, when just after the wheel
and lookout were relieved at four bells of the morning watch, the
radio began to show much activity.
Messengers passed, running to and fro from the station to the
officers’ quarters. There was not usually much radio work at this
hour, and the watch on deck began to take notice.
George Belding slid around to the radio room and showed a
questioning countenance to Sparks who was himself on duty.
“What’s doing, sir?” he asked the radio chief.
“Well, we haven’t picked up your particular S O S; but there is
trouble somewhere dead ahead.”
“I can feel that the engines are increasing speed, sir,” Belding said.
“Does it mean that we may have a scrap with a sure-enough Hun?”
“The message sounds like it,” admitted the radio man softly.
“There’ll be trouble, I reckon. You’ll hear all about it, soon enough.”
Commander Lang himself appeared on the bridge, and this was a
surprisingly early hour for him. Other officers gathered, and there
began a somewhat excited conference. The boatswain’s mates
failed to pipe the clothes lines triced up. Half an hour earlier than
usual the hammocks were ordered stowed. Ikey Rosenmeyer, who
loved to sleep till the last minute, was tumbled out unceremoniously
and had to stow his hammock in his shirt!
The hammock stowers likewise stopped down the hammock cloths
early, and the whole crew had their mess gear served out long
before the galley was ready to pipe breakfast. During the meal hour
word was passed to shift into uniform instead of work clothes.
“It’s extra drill, I bet,” declared one of the boys pessimistically.
“More work for the wicked.”
“There is something doing, sure enough,” Phil Morgan declared. “I
think we shall be piped to stations before long.”
He had not seen George Belding then. When the latter reported
what he had heard at the radio room Whistler was more than ever
confident that there was something of importance about to take
place. It was some time, however, before the real fact went abroad
among the members of the crew.
The radio had indeed brought news at last of the raider. She was
supposed to be lurking near a point not more than two hours’ run
ahead of the Colodia. A report from a cattleship had been caught,
stating that she was chased just at daybreak by a steamship that
was heavily armed with deck guns, and that she surely would have
been overtaken by the enemy had fog not shut down and given the
cattle boat a chance to zig-zag away on a new course.
The description of the attacking vessel fitted that of the raider, Sea
Pigeon. Commander Lang and his officers believed that there was a
chance of meeting the German—of approaching her, indeed,
unheralded.
There was a good deal of fog about; but overhead the sky was
clear and there was the promise of a hot day before noon. Having
the approximate latitude and longitude of the cattleship when she
sighted the raider, Commander Lang believed the Colodia had a
good chance of overtaking the German ship while she was lingering
about on the watch for her prey.
The fog was growing thinner, but had by no means entirely
disappeared even in the vicinity of the destroyer, when her wireless
began to chatter. Sparks sent a messenger on the run to the bridge.
This incident visibly increased the excitement of both officers and
crew. Word was passed in whispers from the petty officers stationed
near the bridge that the call was another S O S.
A second message followed almost immediately. The Colodia’s
engines were speeded up. The crew was piped to quarters. The gun
crews made ready their initial charges. Everything about the decks
was properly stopped down and the destroyer was quickly put into
battle trim.
Message after message came from the radio room. Belding came
breathlessly to Whistler and Al Torrance with the announcement that
it was a sugar ship being attacked, and surely by the raider. Soon
the distant reports of guns could be heard.
“If the Susanne can only hold the Heinies off till we get there,” said
Belding, who had learned the name of the sugar-laden ship, “we will
show them something.”
“We will show them if the German raider isn’t too fast for us,”
responded Al. “They say this Sea Pigeon is mighty fast and a pretty
nifty boat into the bargain.”
“The old Colodia will show her,” said Whistler with confidence.
“Just give us a chance!”
The destroyer plowed on through both sea and fog, while the
rumble of the guns grew in magnitude. Whether much damage was
being done or not, a good many shots were exchanged by the
combatants. It might have been a veritable naval engagement.
The fog swirled about the bows of the Colodia, and the lookouts
strained their eyes to catch the first glimpse of the fighting ships. As
the fog was thinning from above, the watchers in the tops had the
best chance of first sighting the sugar ship and the raider that had
attacked her.
A wireless transmitted news of the fight as it progressed. The
Germans had not yet succeeded in putting the merchant ship’s radio
out of commission. In response, the destroyer had assured the
Susanne of her own approach.
“Hold on! We are coming!” the Colodia’s radio had sent forth.
“Enemy half mile off. Steaming two knots to our one,” came the
response from the sugar ship.
“Fight it out! We are coming!” repeated Sparks from the destroyer.
“Shell has burst abaft the afterhouse companion. Two of after gun
crew killed. Volunteers take their places. We have put a shell through
enemy’s upperworks.”
“Great! Keep it up!” chattered the Colodia’s radio.
“Another shell has reached us aft. Women and children sent
forward to forecastle.”
The final sentence, read aloud by an officer from the bridge,
excited the crew of the Colodia to the utmost.
The American seamen were spurred to fighting pitch now. Their
only desire was to get at the raider and her crew.
“It’s a running fight between her and the Susanne,” Morgan said to
Al Torrance. “Otherwise the German shells might have reached the
sugar ship’s engines before this.”
“Think of them shelling that merchant ship that has women
passengers aboard!” groaned Al. “What can those Germans be
thinking of? What will happen to them after this war is over?”
“They all believe they are going to win,” Belding said gloomily.
“That is what is the matter. And if they should, the whole world will be
treated just as ruthlessly as the Germans please.”
“Don’t talk that way! Don’t talk that way!” shouted Al. “I won’t listen
to such a possibility! They can’t win this war, and that’s all there is to
it!”
“Quiet, there,” admonished the voice of an officer, and the boys
subsided to whispered comments, one to the other.
Again and again the wireless chattered the cry for help. The guns
thundered ahead. Suddenly there arose a rosy light in the sky,
spreading through the fog in a wide wave of color.
“She’s blown up!” was the general and hopeless ejaculation from
the crew of the destroyer.
“Her engines went that time, sure enough—and her boilers, too,”
groaned Ensign MacMasters, who chanced to stand near the gun
crew to which Whistler and Al belonged and where Belding was
stationed in reserve. “She’s helpless now. If we don’t get there soon
——”
There were no more radio messages. The calls to the Susanne
were not answered. The melting fog soon gave the lookouts a
clearer view ahead.
“Steamship tops and rigging in sight, sir!” was the cry to the
bridge. Then, a minute later: “She’s on fire, sir, and sinking by the
stern.”
“Ah!” muttered Ensign MacMasters. “We are too late again!”
CHAPTER XXI—THE MYSTERY MESSAGE
In a very few minutes the crew of the Colodia—all those above deck,
at least—gained a view of the burning ship.
She was completely wrecked at the stern, and it was probably
true, as Ensign MacMasters had said, that her engines and boilers
had been blown up. She lay helpless and sinking.
All her passengers and her crew had been driven forward by the
flames. The bow of the steamship was slanting up into the air at a
threatening angle. The men were lowering such boats as there
remained from the forward davits.
The Susanne’s bulk, the smoke, and the last shreds of the fog hid
the enemy from the view of the destroyer’s crew. But suddenly they
saw a high-powered motor-boat appear beside the crippled
steamship. Armed men filled it. Two stood up as the boat swung in to
the steamship’s side and caught the hanging davit ropes. They
hooked these ropes to the launch, fore and aft.
As quickly as one can tell it, the Germans “tailed on” to the ropes
and hauled their own boat into the air. In a minute she overhung the
rail of the sugar ship and the Germans swarmed out upon her deck.
The forward guns of the Colodia might have thrown shells into this
launch, but such missiles would have imperiled the lives of the
people on the Susanne.
The Colodia’s officers through their glasses could see the
remaining passengers and crew of the sugar ship lined up against
the rail under the threatening rifles of the Germans. There was
considerable activity on the deck of the sinking ship during the next
few minutes.
The destroyer swerved in her course, her commander hoping to
get around the Susanne and mark the position of the raider before
the motor launch could get away from the sinking ship. But the
Germans worked so quickly that this chance was very small indeed.
The destroyer was still a long shot away from the exciting scene.
A number of men were seen staggering along the deck of the
sugar ship bearing some heavy object. It was hoisted into the launch
and then the latter was lowered quickly into the sea, most of the
Germans scrambling down as best they might.
“It’s the purser’s strong box!” shouted one of the lookouts in the
destroyer’s top. “And they are going to shoot the poor guy, I bet, for
not giving up the combination!”
Other members of the Colodia’s company had already observed a
man’s figure, with his hands tied behind him, standing at the farther
rail of the Susanne. The four last men from the raider’s launch, all
ready to descend into the boat, raised their rifles and fired across the
deck at the victim. The man fell, and the murderers swarmed down
the rope into the launch.
All this the excited crew of the destroyer saw while they were yet
too far away to be of any help. Commander Lang might have
ordered his guns to open fire; but the danger of hitting the Susanne
was too great.
The officer commanding the German launch was too sharp to give
the coming destroyer any safe chance of making a hit without
damaging the sugar ship. He steered his motor-boat right along the
hull of the crippled Susanne, under the shower of flaming débris that
had begun to fall, and went out of sight in a cloud of smoke that had
settled upon the sea.
This smoke offered a splendid bit of camouflage for the raider and
the launch. Up to this point the lookouts in the destroyer’s tops had
caught no glimpse of the Sea Pigeon. She was a very wary bird
indeed!
The smoke cloud from the burning ship spread across the sea and
supplemented the fast dissolving fog in hiding the German craft. But
suddenly a lookout hailed the Colodia’s quarter:
“Steamship’s top, sir! Six hundred yards abaft the sinking ship,
sir!”
Orders snapped to the forward gun crews. They could see nothing
but fog and smoke astern of the Susanne; but their knowledge of
elevation, distance, and other gunnery lore, encouraged them to
hope for a “strike.”
The guns began to speak, and the shells shrieked over the stern
of the sinking steamship, exploding somewhere in the smoke cloud.
There followed no shots in reply. The Germans were shy. The
thickening smoke shut out again all sight of the Sea Pigeon.
The condition of the Susanne was threatening. Commander Lang
dared not consider a pursuit of the German raider when lives were in
such peril here.
Two boats were all that had been put out from the sugar ship. Her
other small craft were smashed by the shellfire of the raider.
Some forty or more people were gathered in the bows of the
Susanne, and they must needs be taken off quickly. The big
merchant vessel was surely going down.
Her two boats had already pulled away to a safe distance.
Commander Lang would not risk his own small craft near the
trembling hull of the Susanne, but swerved the course of the
destroyer that she might run in under the high bows of the ill-fated
ship.
Signals were passed, and the remaining members of the
Susanne’s crew hastened to prepare slings in which to lower the
passengers to the destroyer’s deck.
“Volunteers to go up there and help those people! Smart, now!”
sang out the executive officer of the Colodia through his trumpet.
Ikey Rosenmeyer and Frenchy Donahue, who were both free,
leaped forward at the call. With Seven Knott and two other sailors,
they swarmed up to the high bows of the imperiled ship.
The two Seacove boys were well trained in the uses of cordage
and in knotting and splicing. They seized a coil of rope and, working
together swiftly, safely lowered three women and a wounded man
over the rail to the destroyer’s deck before they were piped down
from the Susanne.
Even the dead body of the murdered purser was sent aboard the
Colodia. The flames were by that time surging upward, and it was
almost too hot to stand upon her forward decks. The bows of the
ship were being thrust up as her stern sank. At any minute the wreck
might plunge beneath the sea.
“Back all!” rose a stentorian voice from the destroyer.
Ikey and Frenchy went over the rail and swarmed down their
respective lines. They were guided inboard to the firm deck of the
destroyer. The other workers followed. The Colodia backed swiftly
away.
Nor was this done a minute too soon. The wreck was already
wallowing from side to side like some wounded monster of the sea.
The air pressure blew up the forward deck. Had the survivors
remained longer they would have been overwhelmed!
A roaring like that of a great exhaust pipe came from the interior of
the sugar ship. The sea began to seethe in a whirlpool about her.
She stood almost upright on her stern as she sank.
Down, down she went, while the destroyer turned tail and scudded
away at top speed. To be caught in that whirlpool would have spelled
disaster for even as staunch a craft as the Colodia undoubtedly was.
The Susanne disappeared slowly, with great combers roaring
about her. Beaten to a froth, the waves leaped, white-maned, upon
her tossing sprit, and finally hid even that from sight. The sea was a
cauldron of boiling waters, and that for hundreds of yards around.
The two boats that had escaped from the wreck had been pulled
far away. They were loaded heavily, but were not at the time in any
danger. The Colodia, therefore, did not swing her nose in their
direction.
Instead, she was speeded into the rapidly thinning smoke cloud
which covered the sea astern of the sugar ship. There the German
raider was somewhere hiding. It was possible that one of the shells
from the destroyer might have done her some damage, or might
even have struck the motor launch.
These hopes were doomed to disappointment, however. Five
minutes after the Susanne was utterly sunk, the smoke was so
dissipated that the lookouts on the destroyer could view the ocean
for miles about.
In the distance, and reeling off the knots at most surprising speed,
was a steam vessel that could be naught else than the Sea Pigeon.
She had picked up her motor launch and escaped. The Colodia
might have followed and overhauled her in a long chase; but she
could not desert the two boatloads of survivors from the sugar ship
here in the middle of the Atlantic.

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Motivation and Emotion

Learning Objectives (p.3)

I. The Psychology of Motivation: The Whys of Why.

II. Theories of Motivation: Which Why is Which?

III. Hunger: Do You Go by “Tummy-Time”?

Classroom Demonstration 1: Dying to be Thin. (p.26)

IV. Aggression: Of Australopithecines, Humans, Robins, and

V. Achievement Motivation: “Just Do It”.

VI. Emotion: Adding Color to Life.

Student Project 3: Emotional Intelligence. (p.45)

VII. LIFE CONNECTIONS: Obesity-A Serious and Pervasive Problem.

After reading the chapter, students should:

1. Be able to define motivation including needs, drives and incentives.

I. The Psychology of Motivation: The Whys of Why.

II. Theories of Motivation: Which Why is Which?

a. Lower animals and humans appear to be motivated to seek novel

III. Hunger: Do You Go by “Tummy-Time”?

iv. Resistance to eating enough to maintain a healthy weight.

IV. Aggression: Of Australopithecines, Humans, Robins, and Testosterone.

1. Not a direct ancestor of humans.

V. Achievement Motivation: “Just Do It”.

VI. Emotion: Adding Color to Life.

c. People tend to be happier when they live in affluent societies and

VII. LIFE CONNECTIONS: Obesity-A Serious and Pervasive Problem.

e. About 300,000 Americans die each year because of health problems

VIII. A CLOSER LOOK: Anorexia Nervosa-The Case of Rachel

IX. A CLOSER LOOK: Cross Cultural Aspects of Aggression

IDEAS FOR INSTRUCTION

I. The Psychology of Motivation: The Whys of Why.

Lecture Topic 1: Exercise and Well Being.

One topic of motivation that many of your students can relate to is

Lecture Topic 2: Work Motivation as Moderator.

Lecture Topic 3: Attribution Style and Achievement.

Classroom Demonstration 1: Sport Fan Motivation.

Preparation: Create a handout of the questionnaire in the appendix of the

Classroom Demonstration 2: Motivational Leaders.

Preparation: You will need to create an overhead of the questionnaire and

To help your students know what it means to be a motivational leader, access

Classroom Demonstration 3: Game Theory.

Student Project 1: Instincts.

Student Project 2: Hedonism.

An early view of motivation was based on an animal model: Animals and

Student Project 3: Goals.

Goal setting can be an aid in motivating individuals to complete tasks. Goal

The Psychology of Motivation: The Whys of Why.

The Psychology of Motivation: The Whys of Why.

The Psychology of Motivation: The Whys of Why.

The Psychology of Motivation: The Whys of Why.

II. Theories of Motivation: Which Why is Which?

Lecture Topic 1: Neurobiological Constraints.

When discussing behavioral theories of motivation, the theories may be

Lecture Topic 2: Cognitive Dissonance in College Students.

Cognitive dissonance is a feeling of discontent that can lead to individuals