Homeostasis which is the goal of drive reduction is defined as

What is homeostasis which is the goal of drive reduction? What is drive reduction theory and what is homeostasis quizlet? What is the drive activity reduction theory? What is the drive reduction theory quizlet? How does the drive reduction theory play a role in eating behavior? Are primary drives learned? What are primary drives?

Which theory would be most helpful for explaining? Which theory would be most helpful for explaining why people quizlet? How many motivation theories are there?

What is the concept of motivation? Why is motivation needed? What is the role and importance of motivation? What is an example of motivation? What are the two main types of motivation? Previous Article What nationality is Christian Louboutin? Next Article What sources inspired Renaissance artists? Individuals faced with more than one need at the same time experience multiple drives, and research has shown that multiple drives can lead to more rapid learning than a single drive.

There are several issues that leave the validity of drive-reduction theory open for debate. For one, drive-reduction theory has trouble explaining why humans and other animals voluntarily increase tension by exploring their environments, even when they are not hungry or thirsty.

Why would an individual actively seek out more stimulation if it is already in a state of relaxation and fulfillment? Proponents of drive-reduction theory would argue that one is never in a state of complete fulfillment, and thus, there are always drives that need to be satisfied. Arousal theory expands upon drive-reduction theory by considering levels of arousal as potential motivators. According to drive-reduction theory, the body is motivated to engage in whatever behavior is necessary to fulfill an unsatisfied drive.

Arousal theory expands upon drive-reduction theory by taking into account levels of arousal as potential motivators. While drive-reduction theory focuses primarily on biological needs as motivators, arousal theory examines the influence of the neural transmitter dopamine as a motivator in the body.

Arousal theory proposes that motivation is strongly linked to biological factors that control reward sensitivity and goal-driven behavior. Reward sensitivity is located in the mesolimbic dopamine system. Research shows that individual differences in neurological activity in this area can influence motivation for certain goal-driven behaviors that will elicit a reward or satisfy a craving. In this way, the reward system spurs physiological arousal, which motivates the individual to engage in whatever behavior is necessary to satisfy or relieve that arousal.

The Reward Center : Dopamine pathways in the brain play an important role in the regulation of reward, which, in turn, motivates behavior. To show how the reward system works, Peter Milner and James Olds conducted an experiment in the early s in which a rat had an electrode implanted in its brain so that its brain could be locally stimulated at any time. The rat was put in a box that contained two levers: one lever released food and water, and another lever delivered a brief stimulus to the reward center of the brain.

At the beginning the rat wandered around the box and stepped on the levers by accident, but before long it was pressing the lever for the brief stimulus repeatedly. This behavior is called electrical self-stimulation.

Sometimes, rats would become so involved in pressing the lever that they would forget about food and water, stopping only after collapsing from exhaustion. Electrical self-stimulation apparently provided a reward that reinforced the habit to press the lever.

This study provided evidence that animals are motivated to perform behaviors that stimulate dopamine release in the reward center of the brain. Theories of learning assert that there is an optimal level of arousal that we all try to maintain. If we are under-aroused, we become bored and will seek out some sort of stimulation. On the other hand, if we are over-aroused, we will engage in behaviors to reduce our arousal Berlyne, Research shows that moderate arousal is generally best; when arousal is very high or very low, performance tends to suffer.

Researchers Robert Yerkes and John Dodson discovered that the optimal arousal level depends on the complexity and difficulty of the task to be performed. This relationship is known as Yerkes-Dodson law, which holds that a simple task is performed best when arousal levels are relatively high and complex tasks are best performed when arousal levels are lower. Optimal Arousal : The concept of optimal arousal in relation to performance on a task is depicted here. Performance is maximized at the optimal level of arousal, and it tapers off during under- and over-arousal.

For easy tasks, a higher level of arousal generally increases performance; for harder tasks, a lower level of arousal is better. Most students have experienced this need to maintain optimal levels of arousal over the course of their academic career. Think about how much stress students experience toward the end of spring semester—they feel overwhelmed with work and yearn for the rest and relaxation of summer break.

Their arousal level is too high. Generally, by the time fall semester starts, many students are quite happy to return to school. This is an example of how arousal theory works. Traits like impulsivity and sensation-seeking predispose people to engage in certain behaviors.

Fulfilling the impulse brings about a physiological reward similar to the rat pressing the button. Some individuals are more sensation-seeking in that they have higher motivation to engage in arousing or physiologically stimulating activities.

These individuals are more likely to engage in risky behaviors like driving fast, riding roller coasters, and other activities that get their adrenaline pumping. According to incentive theory, behavior is primarily motivated by the incentive of extrinsic factors. Motivation refers to a desire, need, or drive that contributes to and explains behavioral changes. In general, motivators provide some sort of incentive for completing a task. Incentive theory argues that people are primarily extrinsically motivated—meaning that most motivations stem from extrinsic sources.

Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring. According to Deci , these behaviors are defined as ones for which the reward is the satisfaction of performing the activity itself. Intrinsic motivation thus represents engagement in an activity for its own sake. For example, if you are in college because you enjoy learning new things and expanding your knowledge, you are intrinsically motivated to be there.

Extrinsically motivated behaviors, on the other hand, are performed in order to receive something from others or avoid certain negative outcomes. The extrinsic motivator is outside of, and acts on, the individual. Rewards—such as a job promotion, money, a sticker, or candy—are good examples of extrinsic motivators.

Social and emotional incentives like praise and attention are also extrinsic motivators since they are bestowed on the individual by another person. Extrinsic rewards are often used to impact someone who shows little interest in a potentially useful activity.

For example, if a child shows no interest in memorizing new vocabulary words, her teacher might employ external rewards to get her to engage in and work hard on that activity. Similarly, a child might be motivated to do his chores by the extrinsic motivation that he will get his allowance afterward, rather than any intrinsic sense of accomplishment.

Sweets as extrinsic motivators : Candy, cookies, and other treats can offer extrinsic motivation to engage in a particular behavior. Incentive theory is based on the idea that behavior is primarily extrinsically motivated. It argues that people are more motivated to perform activities if they receive a reward afterward, rather than simply because they enjoy the activities themselves.

There is controversy concerning how and for how long motivators change behavior. For instance, some data suggest that intrinsic motivation is diminished when extrinsic motivation is given—a process known as the overjustification effect. If extrinsic incentives are used to stimulate behaviors that an individual already finds motivating even without external reinforcement , intrinsic motivation for that behavior may decrease over time.

In those cases, extrinsic motivators can backfire: instead of serving as an incentive for the desired behavior, they undermine a previously held intrinsic motivation.

This can lead to extinguishing the intrinsic motivation and creating a dependence on extrinsic rewards for continued performance Deci et al. A classic research study of intrinsic motivation illustrates this problem clearly. In the study, researchers asked university students to perform two activities—solving puzzles and writing newspaper headlines—that they already found interesting.

Some of the students were paid to do these activities, the others were not. Under these conditions, the students who were paid were less likely to continue to engage in these activities after the experiment, while the students who were not paid were more likely to continue—even though both groups had been equally interested in the activities to begin with Deci, The extrinsic reward of payment, it seemed, interfered with the intrinsic reward of the activity itself. Several factors may influence this: for one, physical reinforcements such as money have been shown to have more negative effects on intrinsic motivation than do verbal reinforcements such as praise.

Furthermore, the expectation of the extrinsic motivator by an individual is crucial: if the person expects to receive an extrinsic reward, then intrinsic motivation for the task tends to be reduced.

If, however, there is no such expectation, and the extrinsic motivation is presented as a surprise, then intrinsic motivation for the task tends to persist Deci et al. Other studies provide evidence that the effectiveness of extrinsic motivators varies depending on factors like self-esteem, locus of control the extent to which someone believes they can control events that affect them , self-efficacy how someone judges their own competence to complete tasks and reach goals , and neuroticism a personality trait characterized by anxiety, moodiness, worry, envy, and jealousy.

For example, praise might have less effect on behavior for people with high self-esteem because they would not have the same need for approval that would make external praise reinforcing. On the other hand, someone who lacks confidence may work diligently for the sole purpose of seeking even a small amount of recognition. Cognitive and achievement approaches to motivation examine how factors like achievement goals and cognitive dissonance influence motivation.

When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task; having motivation is clearly important for someone to perform well. Both the achievement and cognitive approaches to motivation examine the various factors that influence our motivation.

According to the achievement approach to motivation, the need for achievement drives accomplishment and performance and thereby motivates our behavior. These goals are not mutually exclusive, and may all be present at the same time.

While the drive-reduction theory of motivation was once a dominant force in psychology, it is largely ignored today. Hull was one of the first theorists to attempt to create a grand theory designed to explain all behavior. He started developing his theory shortly after he began working at Yale University, drawing on ideas from a number of other thinkers including Charles Darwin, Ivan Pavlov , John. Watson , and Edward L. Hull based his theory on the concept of homeostasis , the idea that the body actively works to maintain a certain state of balance or equilibrium.

For example, your body regulates its temperature in order to ensure that you don't become too hot or too cold. Hull believed that behavior was one of the ways that an organism maintains this balance. Based on this idea, Hull suggested that all motivation arises as a result of these biological needs. In his theory, Hull used the term drive to refer to the state of tension or arousal caused by biological or physiological needs. Thirst, hunger, and the need for warmth are all examples of drives.

A drive creates an unpleasant state, a tension that needs to be reduced. In order to reduce this state of tension, humans and animals seek out ways to fulfill these biological needs.

We get a drink when we are thirsty. We eat when we are hungry. We turn up the thermostat when we are cold. He suggested that humans and animals will then repeat any behavior that reduces these drives. Hull is considered a neo-behaviorist thinker, but like the other major behaviorists, he believed that human behavior could be explained by conditioning and reinforcement. The reduction of the drive acts as a reinforcement for that behavior.

This reinforcement increases the likelihood that the same behavior will occur again in the future when the same need arises. In order to survive in its environment, an organism must behave in ways that meet these survival needs.

In a stimulus-response S-R relationship, when the stimulus and response are followed by a reduction in the need, it increases the likelihood that the same stimulus will elicit the same response again in the future. Hull's goal was to develop a theory of learning that could be expressed mathematically, to create a "formula" to explain and understand human behavior.

Hull's approach was viewed by many as overly complex, yet at the same time, critics suggested that the drive-reduction theory failed to fully explain human motivation. His work did, however, have an influence on psychology and future theories of motivation. While Hull's theory was popular during the middle part of the 20th century, it began to fall out of favor for a number of reasons.

Because of his emphasis on quantifying his variables in such a narrowly defined way, his theory lacks generalizability. However, his emphasis on rigorous experimental techniques and scientific methods did have an important influence in the field of psychology.