Motivation and Emotion

Motivation and Emotion
SOSC 2
General Psychology

• The psychology of motivation is
concerned with the why of behavior.
• Why do we eat?
• Why do some of us strive to get ahead?
• Why do some of us ride motorcycles at
breakneck speeds?
• Why are some people aggressive?

motivation
• The state in which an organism experiences an
inducement or incentive to do something.
• Refers to the forces that act on or within an organism to
initiate and direct behavior.

motive
• A hypothetical state within an organism
that propels the organism toward a goal.
• “Hypothetical state” because motives are not
seen and measured directly.
• Inferred from behavior.
• Motives may take the form of needs, drives,
and incentives, which are also inferred from
behavior.

need
• A state of deprivation
• Physiological and psychological
• Needs gives rise to drives.

Needs
Physiological needs
• Oxygen
• Food
• Drink
• Pain avoidance
• Proper temperature
• Elimination of waste
products
Psychological needs
• Achievement
• Power
• Self-esteem
• Social approval
• Belonging

drive
• A condition of arousal in an organism that is
associated with a need.
• Physiological drives are the counterparts of
physiological needs.
• Drives arouse us to action and tend to be stronger
when we have been deprived longer.
– Ex. We are hungrier when we haven’t eaten for
10 hours than 1 hour.

incentive
• An object, person, or situation
perceived as capable of satisfying a
need or as desirable for its own sake.
– Ex. Money, food, a sexually attractive person,
social approval, attention

The Evolutionary Perspective
• Notes that many animals are neurally “prewired--”that is,
born with preprogrammed tendencies—to respond to
certain situations in certain ways.
• Spiders spin webs instinctively. Bees “dance”
instinctively to communicate the location of food to other
bees.
• Species-specific behaviors are also called instincts and
are inborn.

instinct
• An inherited disposition to activate specific behavior
patterns that are designed to reach certain goals.
• William James (1890) numbered love, sympathy, and
modesty as social instincts.
• William McDougall (1908) compiled 12 “basic”
instincts, including hunger, sex, and self-assertion.

Drive-Reductionism and Homeostasis
• Drive-reduction theory is the view that organisms learn to
engage in behaviors that have the effect of reducing drives.
• According to Clark Hull (1930), primary drives such as
hunger, thirst, and pain trigger arousal (tension) activate
behavior.
• We learn to engage in behaviors that reduce the tension.
• We also acquire drives—called acquired drives—through
experience.
– Ex. We may acquire a drive for money because money
enables us to obtain food, drink, and homes, which
protect us from crime and extremes of temperature.

Drive-Reductionism and
Homeostasis
• Sensations of hunger motivate us
to act in ways that will restore the
bodily balance.
• This tendency to maintain a
steady state is called
homeostasis.

The Search for Stimulation
• In the case of stimulus motives,
organisms seek to increase stimulation.
• A classic study conducted at McGill
University in Montreal during the 1950s
suggests the importance of sensory
stimulation and activity.

The Search for Stimulation
• Stimulus motives provide an evolutionary
advantage.
• Animals that are active and motivated to
explore and manipulate their environment
are more likely to survive.
– Ex. If you know where the nearest tall tree is,
you’re more likely to escape a leopard and
transmit your genes to future generations.

Humanistic Theory
• Abraham Maslow (1908-1970)
suggest that human behavior is not just
mechanical and aimed toward survival
and the reduction of tension.
• He believed that people are also
motivated by a conscious desire for
personal growth.
• We are separated from other animals
by our capacity for self-actualization,
or self-initiated striving to become what
we believe we are capable of being.

Maslow’s Hierarchy of Needs
Self-
actualization
A state of self-
fulfillment
Esteem
The need to develop a
sense of self-worth
Love and Belongingness
The need to obtain and give
affection (intimate relationships,
social groups, friends)
Safety Needs
The need for a safe and secure environment
(housing, clothing, crime)
Physiological Needs
The primary drives: needs for water, food, sleep,
elimination, warmth, pain avoidance, and sex

• 5. Cognitive needs - knowledge,
meaning, etc.
• 6. Aesthetic needs - appreciation and
search for beauty, balance, form, etc.
• 8. Transcendence needs - helping others
to achieve self actualization.

Cognitive Perspectives on
Motivation
• According to cognitive-dissonance
theory, people are generally motivated to
hold consistent beliefs and to justify their
behavior.
• That is why we are generally more likely to
appreciate what we must work to obtain.

• We need food to survive, but for many of us, food
means more than survival.
• Food is a symbol of family togetherness and caring.
• We associate food with the nurturance of the parent-
child relationship and with visits home on holidays.
• Friends and relatives offer us food when we enter
their homes, and saying no may be viewed as a
personal rejection.

• What triggers your hunger driver? Are you only
interested in eating when your blood sugar level
falls, or do the sights and aromas of foods
stimulate you to eat?

Biological Influences on Hunger
• Satiety – the state of
being satisfied; fullness

Biological Influences on
Hunger
• Chewing and swallowing
provide feelings of satiety.
• An empty stomach leads to
stomach contractions, which
we call hunger pangs.
• When we are deprived of
food, the level of sugar in the
blood drops. The drop in
blood sugar is communicated
to the hypothalamus, which
stokes the hunger drive.

Biological Influences
on Hunger
• Ventromedial nucleus (VMN) – a central area on the
underside of the hypothalamus that appears to function
as a stop-eating center.
– Hyperphagic – characterized by excessive eating
• Lateral Hypothalamus – an area at the side of the
hypothalamus that appears to function as a start-eating
center.
– Aphagic – characterized by undereating

• How many times have you
been made hungry by the
sight or aroma of food?
• How many times have you
eaten not because you were
hungry but because you
were at a relative’s home or
hanging around a cafeteria
or coffee shop?
• Or because you felt anxious
or depressed?
• Or simply because you were
bored?

Psychological
Influences on Hunger
• Watching television increases the amount of food we eat
(Higgs & Woodward, 2009).
• One reason is that watching television can distract us
from bodily changes that signal fullness and from
cognitive awareness of how much we have already
eaten.
• Watching television also interferes with memory
formation of how much we have eaten, making us
vulnerable to overeating at subsequent meals.

Factors in Becoming Overweight
• Being overweight runs in families.
• Fatty tissues in the body also
metabolizes (burns) food more slowly
that muscle does.
• We also live in an “obesogenic
environment” (Apovian, 2010; Heber,
2010). Foods high in sugar and fat are
everywhere.
• Psychological factors, such as
observational learning, stress, and
emotional states, also “bombard” us
and play a role in obesity.

Body Mass Index
• To calculate your body mass index, follow these steps:
– Indicate your weight in pounds: ____ pounds
– Indicate your height in inches: ____ inches
– Divide your weight (item 1) by your height (item 2), and
write the outcome here: _________
– Divide the result above (item 3) by your height (item 2), and
write the outcome here: _________
– Multiply the number above by 703, and write the product
here: _______.
This is your body mass index.

Body Mass Index
• Example:
– For a person who weighs 210 pounds and who is 6
feet tall, divide 210 pounds by 72 inches, which
equals 2.917. Then divide 2.917 by 72 inches (item
3), which yields .041. Multiplying .041 (from item 4)
by 703 yields a BMI of 28.5.

Body Mass Index
• Interpretation:
– Underweight = les
than 18.5
– Normal weight = 18.5
– 24.9
– Overweight = 25 –
29.9
– Obesity = BMI of 30 or
greater
• Keep in mind that a BMI
greater than 25 may or
may not be due to
excess body fat. For
example, professional
athletes may have little
fat but weigh more than
the average person
because they have
greater muscle mass.

Eating Disorders
• Are characterized by persistent, gross disturbances in
eating patterns.
• Eating disorders are upsetting and dangerous in
themselves, of course, but they are also often connected
with deep depression (Wilson et al., 2010).

Anorexia Nervosa
• A life-threatening eating
disorder characterized by
dramatic weight loss and a
distorted body image.
• Afflicts women during
adolescence and young
adulthood.
• Severe weight loss can
prevent ovulation and cause
respiratory and cardiovascular
problems.
• Distortion of the body image—
seeing oneself as heavier than
one is—is a major feature of
the disorder.

Bulimia Nervosa
• An eating disorder characterized by
repeated cycles of binge eating and
purging.
• There are various methods of purging.
Some people vomit. Other avenues
include strict dieting or fasting, the
use of laxatives, and engaging in
demanding, prolonged exercise
regimens.

Origins of the Eating Disorders
• Many parents were obsessed with getting their children—
especially their infants—to eat.
• They also act out against their daughters—letting them
know that they consider them unattractive and, prior to the
development of the eating disorder, letting them know that
they think they should lose weight (Cooper et al., 2001;
Crittendan & Dallos, 2009).
• One study found a history of childhood sexual abuse in
about half of women with bulimia nervosa, as opposed to a
rate of about 7% among women without the disorder (Deep
et al., 1999).
• The sociocultural climate also affects eating behavior.
Slimness is idealized in the United States.

SEXUAL MOTIVATION AND
SEXUAL ORIENTATION

Hormones and Sexual Motivation
• Sex hormones can be said to fuel the sex drive.
• The most common sexual problem among women is lack
of sexual desire or interest, and the sex drive in women
is also connected to testosterone levels (Downey,
2009).
• Although men produce 7 to 10 times the testosterone
produced by women, women produce androgens
(“male” sex hormones) in the adrenal glands and the
ovaries.

Hormones and
Sexual Motivation
• Sex hormones promote the development of male and
female sex organs and regulate the menstrual cycle.
• They also have activating and organizing effects on
sexual behavior.
• They affect the sex drive and promote sexual response;
these are activating effects.
• Female mice, rats, cats, and dogs are receptive to males
only during estrus, when female sex hormones are
plentiful.

Sexual Response and Sexual
Behavior
• Men show more interest in sex than women do (Fisher et
al., 2012).
• A survey of more than 1,000 undergraduates found that
men reported being more interested than women in
casual sex and multiple sex partners (Schmitt et al.,
2012).
• Women are more likely to want to combine sex with a
romantic relationship (Fisher et al., 2012).
• William Masters and Virginia Johnson (1966) found that
the biological responses of males and females to sexual
stimulation are quite similar.

Sexual Response and Sexual
Behavior
• Masters and Johnson use the term sexual response cycle
to describe the changes that occur in the body as men
and women become sexually aroused.
• They divide the sexual response cycle into four phases:
excitement, plateau, orgasm, and resolution.
• The sexual response cycle is characterized by
vasocongestion and myotonia.
• Erection, vaginal lubrication, and orgasm are all reflexes.
That is, they occur automatically in response to adequate
sexual stimulation.

vasocongestion
• Is the swelling of the genital tissues with
blood, causing erection of the penis and
swelling of the area surrounding the
vaginal opening.
• The testes and the nipples swell as blood
vessels dilate in these areas.

myotonia
• Is muscle tension, which causes grimaces,
spasms in the hands and feet, and the
spasms of orgasm.

Excitement Phase
• The first phase of the sexual response
cycle, which is characterized by muscle
tension, increases in the heart rate, and
erection in the male and vaginal lubrication
in the female.

Excitement Phase
Male
• Erection
• The scrotal skin thickens,
becoming less baggy.
• The testes increase in size
and become elevated.
• The nipples may erect in both
male and female.
• Heart rate and blood pressure
in both sexes increases.
Female
• Vaginal lubrication, which may
start 10 to 30 seconds after
sexual stimulation begins.
• Vasocongestion swells the
clitoris, flattens and spreads the
vaginal lips, and expands the
inner part of the vagina.
• The breasts enlarge, and blood
vessels near the surface become
more prominent.

Plateau Phase
• Second phase, which is characterized by
increases in vasocongestion, muscle
tension, heart rate, and blood pressure in
preparation for orgasm.
• The level of sexual arousal remains
somewhat stable.

Plateau Phase
Male
• Because of vasocongestion, the
circumference of the head of the
penis increases somewhat.
• The testes are elevated into
position for ejaculation (the
process of propelling seminal
fluid [semen] from the penis) and
may reach 1 ½ times their
unaroused size.
Female
• Vasocongestion swells the outer
part of the vagina and the inner
vagina expands further.
• The clitoris withdraws beneath
the clitoral hood and shortens.
• Breathing becomes rapid, like
panting.
• Heart rate may increase to 100 to
160 beats per minute.
• Blood pressure continue to rise.

Orgasmic Phase
• Orgasm – the height or climax of sexual
excitement, involving involuntary muscle
contraction, release of sexual tensions, and
usually, subjective feelings of pleasure.

Orgasmic Phase
Male
• Muscle contractions propel semen
from the body.
• Sensations of pleasure tend to be
related to the strength of the
contractions and the amount of
seminal fluid.
• The first three to four contractions
are generally most intense and
occur at 0.8-second intervals (5
contractions every 4 seconds).
Female
• Manifested by three to fifteen
contractions of the pelvic muscles
that surround the vaginal barrel.
• Blood pressure and heart rate
reach a peak, with the heart
beating up to 180 times per
minute.
• Respiration may increase to 40
breaths per minute.

Resolution Phase
• The 4th phase, during which the body gradually returns to
its prearoused state.
• Men enter a refractory period during which they cannot
experience another orgasm or ejaculate.
• Women do not undergo a refractory period and therefore
can become quickly rearoused to the point of repeated
(multiple) orgasm if they desire and receive continued
sexual stimulation.

Masturbation
• Sexual self-stimulation
• Some 94% of all males and 63% of all females have masturbated at
least once, and among college students, the frequency ranges from
“never” to “several times a day” (Laqueur, 2003, Polonsky, 2006).
• Male masturbation is most common in the early teens and then declines,
whereas females both begin and reach a maximum frequency later.
• Most experts on sex view masturbation as a healthy and legitimate—and
harmless—sexual activity. In addition, masturbation is seen as providing
a means of learning about one’s own sexuality and a way of discovering
changes in one’s body such as the emergence of precancerous lumps
(Coleman, 2002; Levin, 2007).

Premarital Sex
• Traditionally, women have been warned by society that
“nice girls don’t do it”; men have been told that although
premarital sex is okay for them, they should make sure
they marry virgins. This view that premarital sex is
permissible for males but not for females is called the
double standard (Liang, 2007).

Sexual Orientation
• Organizing effect – the directional effect of sex
hormones—for example, along typical male or female
patterns of mating.
• Sexual orientation – the directionality of one’s sexual
and romantic interests; that is, whether one is sexually
attracted to, and desires to form a romantic relationship
with, members of the other gender or of one’s own
gender.

Sexual Orientation
• Heterosexual – referring to people who are sexually
aroused by, and interested in forming romantic
relationships with, people of the other gender.
• Homosexual – referring to people who are sexually
aroused by, and interested in forming romantic
relationships with, people of the same gender.
– Males with a homosexual orientation are referred as
gay males.
– Homosexual females are referred to as lesbians
– Bisexual people are attracted to both females and
males.

Sexual Orientation
• Transsexual – persons who believe they were born with
the body of the other gender.
• Transgenderism – encompasses not only transsexuals
but also people who view themselves as a third gender.
• Transvestites – who dress in the clothes of the other
gender.

Theories of the Origins of Sexual
Orientation
• Social-cognitive theorists look for the roles of factors such
as reinforcement and observational learning.
• Reinforcement of sexual behavior with members of one’s
own gender—as in reaching orgasm with them when
members of the other gender are unavailable—might affect
one’s sexual orientation.
• Childhood sexual abuse by someone of the same gender
could lead to fantasies about sex with people of one’s own
gender and affect sexual orientation.
• Observation of others engaged in enjoyable male-male or
female-female sexual encounters.

Rape
• The act by which one person forces
another person to submit to sexual
activity.
• Most research suggests that there is 14
to 25 percent chance that a woman will
be a victim of a rape during her lifetime.
• A national survey conducted at 35
universities revealed the startling finding
that one out of eight female college
students reported having been raped.
• Half if them said the rapists were first
dates, casual dates, or romantic
acquaintances—a phenomenon called
date rape.

Rape
• In many cases, the rapist uses sex
as a means of demonstrating power
and control over the victim. In such
cases, there is little that is sexually
satisfying about a rape to the rapist;
instead, the pleasure comes from
forcing someone else to be
submissive (Gowaty, 2003;
Yamawaki, Darby, & Queiroz, 2007).
• The repercussions of rape are
devastating for the victims. During a
rape, women experience fear,
terror, and physical pain. Later,
victims report shock, disbelief,
panic, extreme anxiety, and
suspiciousness—reactions that are
sometimes intensified by
implications that somehow the victim
was to blame because of her style of
dress or her presence in the wrong
neighborhood.

SEXUALLY TRANSMITTED
INFECTIONS

Chlamydia
• Most widespread STI.
• A disease that in women initially produces no symptoms
and in men causes a burning sensation during urination
and a discharge from the penis.
• If left untreated, can lead to pelvic inflammation, urethral
damage, arthritis, and even sterility.
• Can be cured with antibiotics, most often with
azithromycin or doxycycline.

Genital Herpes
• A virus related to the cold sores that sometimes appear
around the mouth.
• Common among college-age students: 17% of 20- to 29-
year-olds have the infection (Farrell, 2005).

Trichomoniasis
• Infection occurring in the vagina or penis.
• Caused by a parasite, it is often without symptoms,
especially in men.
• Eventually, it can cause painful urination and
intercourse, a discharge from the vagina, itching, and an
unpleasant odor.
• Can be treated with antibiotics.

Gonorrhea
• Often has no symptoms but can produce a burning
sensation during urination or a discharge from the penis
or vagina.
• Can lead to fertility problems and, in women, pelvic
inflammatory disease.

Syphilis
• May affect the brain, the heart, and a developing fetus,
and can even be fatal.
• First reveals itself through a small sore at the point of
sexual contact.

Genital Warts
• Caused by the human papilloma virus.
• Are small, lumpy warts that form on or near the penis or
vagina.
• They look like small cauliflower bulbs.
• They usually form about 2 months after exposure and
can be treated with a drug called metronidazole.

AIDS
• Acquired immune deficiency syndrome
• Caused by a virus that destroys the body’s immune
system
• Leading cause of death in the US among men 25 to 44
years of age and the 3rd leading cause of death among
women in that age range.

Achievement Motivation
• Many students persist in studying
despite being surrounded by
distractions. Many people strive
relentlessly to get ahead, to
“make it,” to earn large sums of
money, to invent, to accomplish
the impossible.

• Psychologist David McClelland (1958) helped pioneer the
assessment of achievement motivation through evaluation
of fantasies.
• One method involves the Thematic Apperception Test
(TAT), developed by Henry Murray.
• The test contains cards with pictures and drawings that are
subject to various interpretations. Individuals are shown one
or more test cards and asked to construct stories about the
pictured theme: to indicate what led up to it, what the
characters are thinking and feeling, and what is likely to
happen.

• Classic studies find that people with high achievement motivation earn
higher grades than people with comparable learning ability but lower
achievement motivation. They are more likely to earn high salaries and
be promoted than less motivated people with similar opportunities (Story
et al., 2009).
• McClelland (1965) used the TAT to sort college students into groups—
students with high achievement motivation and students with low
achievement motivation.
• 83% of college graduates with high achievement motivation found jobs in
occupations characterized by risk, decision making, and the chance for
great success, such as business management, sales, or self-
employment.
• 70% chose nonentrepreneurial positions showed low achievement
motivation.

• Performance goals
are usually met
through extrinsic
rewards such as
praise and income.
• Tangible rewards
• Learning goals
usually lead to
intrinsic rewards,
such as self-
satisfaction.
• Enhancing
knowledge and skills

emotion
• A state of feeling that has cognitive, physiological,
and behavioral components.
• Strong emotions are associated with arousal of the
autonomic nervous system (ANS).The greater the
arousal, the more intense the emotion.
• Fear, which usually occurs in response to a threat,
involves cognitions that one is in danger as well as arousal
of the sympathetic nervous system (e.g., rapid
heartbeat and breathing, sweating, muscle tension).
• As a response to a social provocation, anger involves
cognitions that the provocateur should be paid back,
arousal of both the sympathetic and parasympathetic
nervous systems, and tendencies to attack.

Components of Emotions
EMOTION PHYSIOLOGICAL COGNITIVE BEHAVIORAL
Fear
Anger
Depression
Sympathetic
arousal
Sympathetic and
parasympathetic
arousal
Parasympathetic
arousal
Belief that one is in
danger
Frustration or belief
that one is being
mistreated.
Thoughts of
helplessness,
hopelessness,
worthlessness
Avoidance
tendencies
Attack
tendencies
Inactivity,
possible self-
destructive
tendencies

The Expression of Emotion
• Happiness and sadness are found in all cultures, but do people
around the world express emotions in the same way?
• Smiling is apparently a universal sign of friendliness and approval.
• Baring the teeth, as noted by Charles Darwin (1872) in the 19th
century, may be a universal sign of anger.
• There is no perfect one-to-one relationship between facial
expressions and emotions (Matsumoto et al., 2008).
• Facial expressions sometimes occur in the absence of the emotion
they are thought to accompany (Porter & ten Brinke, 2008).
• The voice, posture, and gestures also provide clues to what people
are feeling and are about to do (Campos, 2000).

Positive Psychology
• Deals with positive emotions such as happiness and
love, optimism and hope, and joy and sensual pleasures.
• Are some people just “born happy,” or do life experiences
determine happiness? What factors interfere with happiness?
• David Lykken (2001) believe that genetic factors play a
powerful role in happiness. They note that happiness tends to
run in families and that we tend to have a more or less stable
level of happiness throughout much of our lives.

Positive Psychology
• Which life experiences contribute to happiness?
• Despite the saying “Money can’t buy you happiness,” people
tend to be happier when they live in affluent societies and
earn decent incomes (W. Johnson & Krueger, 2006).
• Chinese students tend to think of happiness in terms of
feelings of contentment, inner harmony, personal
achievement, physical wellness, spiritual enhancement,
hopefulness about the future, generosity, and self-
development (Lu, 2001).

Positive Psychology
• People who are married or in
enduring relationships tend to be
happier than loners (Waite et al.,
2009)
• Happy people are also more open to
new experiences and new
relationships (Demir & Weitekamp,
2007).
• People at any income level can make
themselves miserable when they
compare themselves to people with
more (Cheung & Leung, 2008).

Positive Psychology
• Happiness also tends to be accompanied by optimism—a
cognitive bias toward assuming that things will work out (Ho
et al., 2010).
• Happy people often believe in their ability to effect change
and then try harder.
• They are also willing to pat themselves when things go
wrong—attitudes that contribute to self-esteem, another
factor in happiness.

The Facial-Feedback Hypothesis
• Facial expressions reflect emotional states, and our ability
to “read” these expressions enables us to interact
appropriately with other people.
• It is known that various emotional states give rise to certain
patterns of electrical activity in the facial muscles and in the
brain (Davis et al., 2009).
• But can it work the other way around?

• Argues that facial
expressions can also
affect our emotional
state; that is, the causal
relationship between
emotions and facial
expressions can also
work in the opposite
direction.
• The view that
stereotypical facial
expressions can
contribute to
stereotypical emotions.

• Smiling is usually a
response to feeling
good within, but
experimental research
into the facial-feedback
hypothesis suggests
that the act of smiling
can also enhance our
moods.

James-Lange
External
stimulus
Arousal and
Action
Appraisal of
Arousal and
Action
Events trigger
specific arousal
patterns and
actions. Emotions
result from our
appraisal of our
body responses.
Experiencing the
specific emotion

Cannon-Bard
External Stimulus
Processing by Brain
Arousal and
Action
Experiencing
the emotion
Events are first
processed by the
brain. Body
patterns of
arousal, action,
and our emotional
responses are
then triggered
simultaneously.

Cognitive Appraisal
External Stimulus
Physiological
arousal
Interpretation of arousal
according to situation
Experiencing the
emotion
Events and arousal
are appraised by the
individual. The
emotional response
stems from the
person’s appraisal of
the situation and his
or her level of
arousal.

The Polygraph: Just
What Do Lie
Detectors Detect?
• Lying, for better or worse, is a part of life.
• People admit to lying in 14% of their emails, 27% of
their face-to-face interactions, and 37% of their phone
calls (Hancock, 2007).
• Political leaders lie to get elected.
• When people communicate with online “matches” men
are most likely to lie about their personal assets and
their goals for a relationship (Hall et al., 2010).
• Women are most likely to lie about their weight (Hall et
al., 2010).
• Most people lie to their lovers, usually about other
relationships (Toma et al., 2008).

The Polygraph: Just What Do Lie
Detectors Detect?
• People also lie about their qualifications to get jobs, and of course
some people lie about whether or not they have committed a
crime.
• Facial expressions often offer clues to deceit, but some people can
lie with a straight face—or a smile.
• The American Polygraph Association claims that use of the
polygraph is 85% to 95% accurate.
• In one experiment, people were able to reduce the accuracy of
polygraph-based judgments to about 50% by biting their tongues
(to produce pain) or pressing their toes against the floor (to tense
muscles) while being interrogated (Honts & Handler, 2011).

THANK YOU.
Prepared by:
Maria Angela L. Diopol

ASSIGNMENT
• Make an illustration of the three emotion
theories by providing examples based
from your own personal experiences.
• To be drawn on a short bond paper with
brief explanations.
• 15 points

Motivation and Emotion

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