University of Oregon, Winter 2005

Welcome to Psychology 468: Motivation and Emotion. Understanding motivation is fundamental to understanding human behavior, and emotion is commonly understood to be largely a function of a person’s motivational situation. A course in motivation and emotion can be organized in a variety of ways, and to some extent this course will reflect the instructor’s background and interest in individual differences, character and personality, beliefs, and culture, though the course is focused on internal and generic mechanisms underlying behavior patterns. The purpose of this course is to help you learn ways of thinking usefully and critically (i.e., carefully) about human behavior, through understanding motivation and emotion, which can aid one in thinking usefully and critically about human behavior – something useful not only in psychology and human services professions, but in many areas of human life. The course format is primarily a series of talks (i.e., lecture), with some discussion, in-class exercises, and some student presentations. This course has extensive readings, and students are expected to read everything that is assigned.

What follows in this section is more detail on each of these components.

The two exams are similar in format. Each exam consists of a multiple choice section (45% of the point total for the exam) and a sentence completion (fill-in-the-blank) section (10% of the point total) – both concentrating on key concepts (definitions and examples of them) – followed by a single essay question (45% of the point total for the exam). The essay question in each case is a slightly more specific variation of a general question listed at the end of this syllabus. The “variation” used will be intended to (a) encourage concise, to-the-point answers, and (b) customize the question to some of the “emergent” specific themes we concentrate on in the class sessions. However, the essay questions used will remain very general in nature, and rather close to what is listed at the end of this syllabus.

For the midterm, the essay question will be closely related to the first general question at the end of this syllabus; the other sections of the exam will be based on readings and class content up to the midterm exam. For the final exam, the essay question will be closely related to the second general question, the other sections of the exam will be based primarily on readings and class content after the midterm and up to the final exam, but will inevitably include some reference to the earlier part of the course. No dictionaries, thesauruses, calculators, or electronic devices can be used during the exams, although translating dictionaries can be allowed for those with English fluency issues, conditional on instructor permission. Multiple-choice and sentence-completion items especially emphasize material covered both in the assigned readings and in class.

IOQP papers are brief responses to readings. IOQP stands for “important or questionable points.” Their purpose is to stimulate students to actively engage with readings and thus be earlier and better prepared for class (and exams). The length for an IOQP paper is one (full, can be single-spaced) page of typed, machine-printed, or clearly handwritten text for each IOQP. Each IOQP paper must be based on the assigned readings corresponding to the due date for the IOQP paper. For each IOQP paper, you are to take two of the chapters (i.e., including at least the one that is assigned for the class session of the due date) and, for each one, describe an idea or finding that you think is either (a) important or (b) questionable. If you write about an important idea or finding, you are to describe it and then give an explanation of why you think it is important. If you write about a questionable idea or finding, you are to describe it and then give an explanation of why you think it is questionable. Feel free to use personal anecdotes in IOQP papers, if they help you explain the importance or questionableness of an idea or finding. You are assigned to turn in two (2) IOQP papers. The due dates for these are provided in the syllabus (there are six due dates -- you need only get in an IOQP paper in on time for two of these dates). These papers should have complete sentences and at least two paragraphs. IOQP papers are graded on a “pass versus no-pass” basis. Late IOQP papers are not accepted for credit, since a late paper would defeat part of the purpose of an IOQP paper as defined above. If you miss the deadline for one IOQP paper, you are advised to simply prepare an IOQP paper for the next deadline (due date) instead. See the section below on “other class participation credit” for a description of ways in which some students will have the opportunity to substitute some other activity for the second IOQP paper (i.e., be required to turn in only one).

The exploration paper is intended to help you develop a more personal connection to the subject matter, by applying concepts learned in the course to your personal experience of yourself and/or other people. There are several choices for how to focus this paper (see end of syllabus). It should have complete sentences, good grammar, reasonable organization, and at least 2 complete double-spaced pages of text. It is due on January 26.

The research paper is designed to improve on features of traditional term papers in advancing student learning. I have found that students learn more from the writing experience when they have the opportunity to make use of feedback and sometimes to be part of a presentation to an “audience.” The topic for the paper is chosen by you from a limited “menu,” and there will be no more than approximately ten different topics done by members of the whole class. Having a limited number of topics allows us to have some student presentations at the end of the course, encouraging greater depth of exploration. The limited menu is based in part on student feedback in the first weeks of the course, as to their particular areas of interest.

The research paper is to be focused on a review of two prominent articles (which are assigned as part of the topic), supplemented by a third article chosen by yourself. Note that this is a somewhat structured research-paper assignment. Although multiple students will be working on the same topic, there is no joint or group product and no group grade for the research paper. Because papers on one topic are evaluated simultaneously you ought to make certain that, if you are influenced by the thoughts of other students, you acknowledge that contribution accurately and openly (see note on “plagiarism” below). Originality is one of the grading criteria (see below).

In writing the research paper, the first step is to read the two articles. The two articles have, to a substantial degree, a focus on a common subject matter. The paper should compare the “candidate paradigms” represented in the two prominent articles, by addressing the following questions (and drawing comparisons as to similarities and differences between the two papers and their respective candidate paradigms, i.e., how you would answer these questions for each):

A. What precise “problem for science” is the research (described in the paper) intended and/or designed to solve, and why is that an important problem to try to solve?

B. How are the methods, measures, and selection of subjects/participants intended and/or designed to be well fitted for solving that problem for science?

C. What is/are the most important assumption(s) made by the approach found in this article?

D. What “anomalies” (limitations, weaknesses, things inadequate or left out) arise when those assumptions, methods, measures, and/or selection of subjects are used (to try to solve that ‘problem for science’)?

– Be aware that the simultaneous examination of two articles should itself bring out what some of the answers to each of these questions would be, for each article. The comparison of similarities and differences should end with some conclusions about the relative advantages and disadvantages of the two research paradigms. For more on what “paradigms” are – see pages 36-38 of the Reeve text. A “candidate” would be a paradigm if it became very widely accepted as the normal and optimal way to study and understand the phenomenon under study.

Your research-paper outline is to be a (somewhat) organized collection of your initial ideas about what your final paper will say. This outline must all fit on one side of one sheet of paper. For the outline only it is acceptable to use single-spacing if you wish. The outline is graded based on meeting minimum requirements for the assignment, a different and also less stringent standard than that used in grading the final version of the research paper.

The required third article can be a key article from the reference list of either article that you find adds useful information for your paper, or it can be any other article you think adds useful information or adds to your discussion of the topic. This must be a journal article, not a book, book chapter, or internet site or page (Why? Because you should identify a scientifically peer-reviewed source.). It is not forbidden to include more than one additional article, but all that is important for grading purposes is the quality of the first additional one you introduce. It is not required that you use or reference this third article in the outline – you can add it after that.

As for the final version of the research-paper, bear in mind what Gracián wrote in 1647: “good things, when short, are twice as good.” The aim is to create a paper that packs a lot of valuable thinking into a relatively brief space. It should be a minimum of three full double-spaced pages in length (not counting reference list), and at a maximum it should not exceed 6 full double-spaced pages in length, not counting reference list, and it must be double-spaced throughout, and should use a size 12 font.

The research-paper outline and the final research-paper are graded on the following criteria:

1. Is typed, readable, free of gross spelling and typographic errors.

2. Is well-organized and focused and therefore the reasoning is easy to follow

3. Defines key terms clearly, especially those that can be ambiguous, and/or identifies key assumptions

4. Identifies what is the major issue on which there is disagreement (in your best judgment)

5. Addresses the four questions set out above (indicated as A, B, C, and D)

6. Effectively compares similarities and differences in how these questions would be answered for each of the two articles

7. Draws a conclusion about the relative merits (advantages, disadvantages) of the differing research paradigms represented by the two articles

8. Includes a third article that adds additional information or perspective

9. The paper is original – indications are that the thinking is your own

10. The citations and reference list in APA style; for help see UO Libraries’ Citation Style Guide (http://libweb.uoregon.edu/guides/citing/) On the more mundane side, do not include binders or covers on the papers when you turn them in, and no title page is necessary.

Papers (whether the exploration paper, or the outline or final version of the research paper) turned in late lose 10% of their points for each weekday they are not turned in (starting with the due date). In general, with some course requirements, alternative arrangements for due dates may be possible with an authoritative excuse if presented in advance of an absence.

Substitute class participation credit can be given for one of the two required IOQP papers. This substitute credit can be obtained in either of two ways:

1. A few class members who make especially useful and constructive contributions to the live, in-person, in-class discussions will get this credit: Instructor will let you know by Feb. 28 if you qualify for the credit this way.

2. Take up an invitation to be part of a group talking to the class about your research paper (in the last week of class). Note: Due to time constraints, this will be possible for only some of the paper topics, and you will be informed if this option is available to you by Feb. 28. If your topic is one of those chosen for a class discussion, you are encouraged but not required to participate (and because no extensive advance preparation is required, it should usually be easier than composing a second IOQP paper), but you still have the option of doing the second IOQP paper instead. If you know in advance that you have a definite interest in being part of a panel in such a class discussion (whether because you enjoy it, think it would be useful practice for you, or any other reason), let the instructor know in advance of Feb. 23: When a topic has many students interested in participating in a discussion, that does increase the likelihood that it will be selected for a class discussion.

Your final grade in the course will be based on the total of your points from papers, exams, and sufficient participation. A range is 90% or better, B range is 80% to 90%, C range 70% to 80%, D range 60% to 70%, Fs are less than 60%. ‘+’ and ‘-‘ are added to grades if they fall in the top 1/3 or bottom 1/3, respectively, of A, B, C, and D range.

Special Requirements for Graduate Students (Psychology 568)

There will be special requirements for graduate students taking the course as Psychology 568. 568 students will meet at additional times outside the class time, either in-person or electronically. 568 students are expected to attend an in-person group graduate-student meeting with the instructor early in the quarter (typically in the third or fourth week of the term).

Academic Integrity

This instructor takes academic integrity seriously. Insuring the "validity" of grades requires seeing that they reflect honest work and learning rather than cheating. Cheating is defined as providing or accepting information on an exam, plagiarism or copying anyone's written work. Students caught cheating will be given an "F" for the course, and UO’s student conduct coordinator will be informed. The instructor retains the right to assign seats for tests, to change individual's seating for test security purposes, to require and check ID for admission to tests. "Plagiarism" is basically a form of theft: putting your name on work that is (in any part) not yours, where you have not fully identified the source from which you borrowed. Even taking someone else's ideas or paraphrasing their expression, without acknowledgment, is plagiarism. Be aware that the instructor is knowledgeable about computer-age plagiarizing techniques and how to diagnose their use. "Your responsibility, when you put your name on a piece of work, is simply to distinguish between what is yours and what is not, and to credit those who in any way have contributed" (quote is from Nancy Cotton of Wake Forest U.).

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Jan. 3 Syllabus; overview of the course

Reading Assignment (i.e., for next session): Reeve chs. 1-2

Jan. 5 Major themes and theories of motivation

Reading Assignment: Reeve ch. 3

Jan. 10* Neuroscience of motivation and emotion

Reading Assignment: Reeve ch. 4

Jan. 12 Physiogical needs and appetitive behavior (thirst, hunger, sexuality)

Reading Assignment: Reeve ch. 5

Jan. 19 Psychological needs: Autonomy, competence, relatedness, and beyond

Reading Assignment: Reeve ch. 6

Jan. 24* Intrinsic and extrinsic motivation

EXPLORATION PAPER is due January 26!

Reading Assignment: Reeve ch. 7

Jan. 26 Social needs, implicit motives

Reading Assignment: Reeve ch. 8

Jan. 31 Understanding plans, goals, and intentions

Reading Assignment: Reeve ch. 9

Feb. 2* Personal control beliefs

Reading Assignment: Reeve ch. 10

Feb. 7 Motivational aspects of the self

Reading Assignment: Reeve ch. 11, pp. 291-301 only

Feb. 9 Emotion, its causes, and its relation to motivation

Feb. 14 MIDTERM EXAM

Reading Assignment: Reeve ch. 11, pp. 301-321

Feb. 16 Basic categories, dimensions, and functions of emotion and mood

Reading Assignment: Reeve ch. 12

Feb. 21* Biological, cognitive, and sociocultural aspects of emotion

OUTLINE OF RESEARCH PAPER is due February 23!

Reading Assignment: Reeve ch. 13

Feb. 23 Personality concepts linked to emotion and motivation

Reading Assignment: Reeve ch. 14

Feb. 28 Unconscious motivation and psychodynamic concepts

Reading Assignment: Reeve ch. 15

March 2* Growth motivation and positive psychology

Reading Assignment: Reeve ch. 16; additional reading TBA

March 7 Synoptic understanding of motivation, and its relation to morality; panel discussions

Reading Assignment: TBA (will count as “chapter” for purposes of IOQP)

March 9* Beliefs, ideology, culture in relation to motivation and emotion; panel discussions

FINAL VERSION OF RESEARCH PAPER is due March 9 at beginning of class period!

March 14, Monday, 3:15 pm ....FINAL EXAM

BIG QUESTIONS: General essay questions for the midterm and final exams

1. What are the most important kinds of human needs and goals, how can their levels be assessed, and how are they related to the brain, to physiology, emotion in general, and to the self?

2. How are personality dispositions, personal growth tendencies, hypothetical internal mechanisms (e.g., of ego and unconscious), beliefs, cultural systems, and distinct emotions and moods affected by motivation, and in what manner do they themselves affect motivation? And what do these patterns of effect imply for how human functioning might be improved?

This paper is a basically a report of what happened when you did one of the following exercises, and especially what thoughts and feelings ensued for you. Note: If you consult other people or write about other people for any topic, you should keep those people anonymous in your write-up, and don’t give names (initials are OK) to any of the people you describe.

1. Write a brief description of three moments in your life when you had the most strong positive emotions of any kind. For each, describe the feeling and what led up to it. Next, describe how motivation was involved (this may be a goal or need that was fulfilled, a goal or need that was dispensed with [let go of], a new goal or need that developed and was evident afterward, or any other way in which you think motivation might have been involved). Take the three descriptions together and offer any conclusions about what the three of them suggest about you or your life.

2. Write a brief description of two moments in your life when you had very strong positive emotions of any kind, and two moments in your life when you had strong negative emotions of any kind. For each, describe the feeling and what led up to it. Next, describe how motivation was involved (this may be a goal or need that was fulfilled or blocked, a goal or need that was dispensed with [let go of], a new goal or need that developed and was evident afterward, or any other way in which you think motivation might have been involved). Take the four descriptions together and offer any conclusions about what the four of them suggest about you or your life.

3. Interview someone whom you know well and have spent a good deal of time with: Get a brief description of three moments in the person’s life when the person had the most strong positive emotions of any kind. For each, get a description of the feeling and what led up to it. Next, describe how motivation was involved (this may be a goal or need that was fulfilled, a goal or need that was dispensed with (let go of), a new goal or need that developed and was evident afterward, or any other way in which motivation might have been involved). Take the three descriptions together and offer any conclusions about what the three of them suggest about this person or his/her life. Also describe the effect of this exercise on how you interact with the person.

4. Think about someone you have been across a very large number of times and situations, so that you know this person better than virtually anyone. Describe two situations in which the person had very strong positive emotions of any kind, and two situations in which the person had strong negative emotions of any kind. For each, describe the emotion as specifically as you can distinguish it, and also what appears to have led up to it. Next, describe how you think motivation was involved (this may be a goal or need that was fulfilled or blocked, a goal or need that was dispensed with [let go of], a new goal or need that developed and was evident afterward, or any other way in which you think motivation might have been involved), and how confident you are about your view. Take the four descriptions together and offer any conclusions about what the four of them suggest about this person or this person’s life, or about what you think of the person.

5. Describe three interpersonal situations that have occurred in your life in which the following happened: You thought the other person had a motivation similar to yours, and then later (whether gradually or suddenly) you realized the other person’s motivation was different than yours, and this had important consequences for your relationship or friendship or a project you were working on together. For each situation, describe in as much detail as possible how you “diagnosed” that the other person’s motivation was different than yours. Taking the examples together, offer any conclusions about how one person can learn accurately what another person’s motivation really is.