PSY 364, Section 2

Spring 1999

STUDY GUIDE FOR TEST 2

TERMS TO KNOW:

neuron                                                     soma                                                    axon                             

terminal buttons                                      neurotransmitter                                fixed action pattern

reaction chain                                         amygdala                                            limbic system

Libido                                                     Cathexis                                            transformations

Optimal Arousal                                     Habituation                                         Classical Conditioning

Acquired Drives                                     Acquired Rewards                                Acquired Fears

Avoidance Learning                              1-way shuttle                                          2-way Shuttle

tropisms                                                 kineses                                               taxes

Taste Aversion                                      Expectancy                                          arousal

Preparedness and Predictability                                     sympathetic nervous system                 

parasympathetic nervous system                                     reflexes                                                                      

Sherrington's principles of reflex action                        autonomic nervous system

Stellar's dual center theory                                          Role of the Hypothalamus in thirst    

Hypothalamus role in sex                                               Role of hypothalamus in aggression

physiology of reward                                                     Old's center                                        

sensory neglect                                                              sensory rejection                                   

Cerebral cortex functions                                               akinesia

sham rage                                                                      forced grasping                                  

temporal lobe syndrome                                                  forebrain and sex behaviors             

movement sequences                                                        language and the cortex

interaction of environment/hypothalamus                         evidence against satiety centers

cortical-hypothalamic interactions                                  inhibitory functions of forebrain, cortex

Freud's primary and secondary processes                         Hull's definition of drive

basic properties of Hull's drive                                      conceptual properties of drive

problems w/Hull's drive theory                                       peripheral vs autonomic nervous system

Ascending Reticular Activating System                             Yerkes-Dodson law and curve

Effects of too much arousal                                             Effects of too little arousal

2 factor theory of avoidance                                           2-factor theory applied to humans

instinct and learning species specific defense reactions

ESSAY QUESTIONS:

1. According to Freud, what motivates our behavior? Describe the motivational process, including concepts and steps involved.

2. How does Hull define Drive? What important characteristics and conceptual properties does Hull include in his concept? Is this theory correct? Why or why not?

3. Define drive in your own words. Do you view drive from a Hullian view, a Freudian view, or your own integrative view? Support your answer with evidence from the book and lecture.

4. Obviously, arousal has some physiological basis. Define and describe at least 2 parts of our peripheral and central nervous systems which represent such a physiological component to arousal and drive.

5. Is there such a thing as optimal arousal? Why or why not? How might this be graphed? Support your answer with evidence from lecture or your book.

6. Can a motivation or drive be learned? Why or why not? Support your answer with evidence from the book or lecture.

7. Define and describe 2-factor theory. Why might this theory have important implications for human behavior?

8. How do learning and instinct interact? Support your answer with evidence from at least three studies discussed in class or your book. What implications does this hold for the study of motivation?

9. How are the concepts of expectancy and preparedness important in defining and describing motivated behavior?

10. Obviously, the hypothalamus has highly important regulatory functions. Using a) hunger, b) thirst, c) sex OR d) aggression, show how stellar's dual-center theory describes the importance of the hypothalamus.

11. Bard's hierarchical organization suggests that the cerebral cortex and hypothalamus work closely together. Using evidence from your book and/or notes, defend his position.

12. Do the forebrain and/or cerebral cortex play a role in regulating hunger, thirst, sex, aggression, etc.? If so, what kind of functions and what types of regulatory behaviors might these involve?

13. Given your tremendous knowledge about the physiology of the brain and body, environmental effects, and interactions between these systems, you have been asked to give a brief speech before the state legislature regarding the importance of the brain in regulating behavior. Write this speech!

14. Give your own example of classical conditioning. How does classical conditioning fit in with motivation? That is, why is this type of learning important in "motivating" the animal?

15. Based upon this section of the course (as well as your past learning history), define "drive". What three general factors do you believe are most important in goal-directed behavior?