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Notes from 2/24/2016

by: Jefferson Oakey

Notes from 2/24/2016 PSY 3150 SEC001

Jefferson Oakey
GPA 3.79

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About this Document

Arousal, Anxiety, and Performance
Psychology of Motivation
Robert L. Durham
Class Notes
Psychology of Motivation, Robert L. Durham
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This 2 page Class Notes was uploaded by Jefferson Oakey on Thursday February 25, 2016. The Class Notes belongs to PSY 3150 SEC001 at University of Colorado Colorado Springs taught by Robert L. Durham in Spring 2016. Since its upload, it has received 16 views. For similar materials see Psychology of Motivation in Psychlogy at University of Colorado Colorado Springs.

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Date Created: 02/25/16
Anxiety, Arousal, and Performance Wednesday, February 24, 2016 10:52 AM Measurement of Anxiety • Hull-Spence Tradition ○ Learned how to be affectivein doing things as a response to stimulus situation ○ Anxiety as a source of motivation  A lot morework with people as opposed to rats □ Starving □ Thirst □ The relative contributor to drive  We can manipulate arousal through the source of anxiety  We can study change through anxiety • Taylor Manifest Anxiety Scale (TMAS) ○ How people differ in the way they view the world ○ Got experts and mimed the MMPI  MMPI, 567 item test with opinion statements,true or false ○ Is there a predisposition to be anxious?  Pick items from MMPI and format it for our test, is the world threatening or non- threatening? □ 20 true false items to evaluate  I'm upset a lot (example)  If you take a test and have 10 items, they should correlate □ Shown to be internally consistent □ Has test, retest reliability  Look at the behavioral implications of the test  Find correlating evaluators □ Does anxiety relate to coping self-efficacy? □ Does stress and anxiety contribute to performance? • Spielberger Trait-State Anxiety Scales ○ Ten years after TMAS ○ Taylor made a mistakes  Items like my heart is beating fast, clammyhands, out of breath a lot □ Not direct measures of anxiety □ ANS (AutonomicNervous System) responses ○ Get rid of all the items that are ANS items  Put in psychological items  Came up with 20 psychological items ○ His scale needs to correlate with Taylor's scale  Psychologicalanxiety is a contributor to ANS reactions ○ The difference between trait an state  Trait - a relatively consistent anxiety response based on your personality or character  State - an environmentalcontributor to anxiety response  Unrelated to each other, not correlated □ If the environmentis stressful, you will feel just as anxious as the person who has anxiety in general □ Level of anxiety increases regardless of disposition in a "state" • Beneficial Stress ○ Hull-Spence tradition  Person who thinks the world is a threatening place lives in a threatening place □ Developbehaviors to react when they feel threatened or aroused □ Developbehaviors to react when they feel threatened or aroused □ A bunch of sUr and sHr  Will have good coping skills  A non-threatened person does not have good coping skills □ Little sUr, no sHr • Trait anxiety in the classroom ○ Katahn  Series of studies using college students □ Freshman got a battery of tests  Anxiety test  SAT/ACT scores  History of classes □ Peer evaluation of classes  What kind of professor is x?  Behaviors □ Found that people with low trait anxiety sought out more passive teachers, people with high trait anxiety sought out more aggressive teachers  Papers □ High A trait people like stress  Grades


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