Hunger, Achievement, and Intrinsic Motivation

VIII. Look through the text, using Notes, and give written answers on the following questions.

VII. Speak about motivation.

VI. Make up sentences from the following words and word combinations.

V. Complete the sentences.

IV. Find English equivalents in the text.

III. Give Russian equivalents of the following.

II. Answer the question expressing your own opinion. (no less that 10 sentences).

What motivate you to do something?

Integral component of learning; educational settings; unsatisfied needs; physiological needs; safety needs; esteem needs; the need to achieve; need the approval of parents; experience stability of social relationships; a standard of attainment; moderate competition; output of work; powerful motives

Неотъемлемый компонент учения; обстановка, в которой осуществля­ется обучение; неудовлетворенные потребности; схема классификации; физиологические потребности; потребности в безопасности; потребности в уважении; потребности в самоактуализации; потребности в исследова­нии; потребность в успехе; одобрение родителей; достигать успеха; завое­вывать внимание; высоко себя оценивать; ежедневные интересы детей; иметь склонность лезть из кожи вон; образец (стандарт) достижения; терять одобрение учителей; умеренное соперничество; мощные мотивы.

1.Motivation is an integral component of learning and....

2.A classification scheme of human needs includes....

3.All children appear to need....

4.There are other sources of motivation such as....

5.Children will work harder at tasks if....

6.The child who cannot reach the standard....

7.Moderate competition increases....

8.Powerful motives are....

1.A critical problem; is; an integral component of learning; motivation; educational settings; and; in.

2.Human needs; a classification scheme; includes; most.

3.Need; all children; parents, teachers and equals; the approval of.

4.Try; to manipulate; to be able; children; to think well of themselves; and; things and ideas.

5.The result; at tasks; when; to them; important; will work harder; children; if; is.

6.Output of work; among children; their; moderate competition; increases.

7.Strong interests; powerful motives; develop; which; pupils; are.

1.How does your body tell you it's time to eat?

2.What cues from the environment drive us to eat?

3.What is anorexia?

4.What is bulimia?

5.What motivates us to complete tasks and do well?

6.Can offering rewards actually discourage people from motivating themselves?

Certain psychological mechanisms work together to tell us we are hungry, the liver is instrumental, as is the hypothalamus. The body monitors the use of blood sugar to pick up hunger cues. There are also learned cues that we associ­ate with eating and that thus drive us to eat. Obesity is defined as being 20 percent over one's recommended weight. There are genetic, environmental, and developmental explanations for obesity. One explanation of obesity uses the setpoint theory. As the body tries to maintain a fat-to-lean ratio that is high for some people, metabolic rates slow, making it difficult to lose weight. Another explanation is that overweight people are more sensitive to external food cues.

Cognitive behavior modification has been successfully to control weight. In such a program, the person monitors thoughts and stimuli associated with eating and attempts to modify them via a series of realistic goals designed to reduce weight.

Anorexia, an illness characterized by self-imposed severe restrictions on eating, is much more common among females, many of them adolescent, upper-middle-class high achievers. Treatment involves encouragement to gain weight and an attempt to change the thought patterns that contributed to the problem.

Bulimia involves binge eating followed by self-induced vomiting.

People differ in their need to achieve and in their fear of failure. These mo­tives dictate the extent to which they set high goals for themselves and work toward achieving them and are influenced by three factors: expectations, about performance, attributions about success and failure, and one's sense of compe­tence and self-determination.

Making up excuses for one's failures is called self-handicapping. Research shows that this strategy does little to improve performance.

It has been found that intrinsic motivation can be diminished when external rewards are offered. This is called the overjustification effect. This effect is most prevalent when the task is interesting.

Дата добавления: 2014-12-27