The analysis of psychological phenomena

The analysis of psychological phenomena foot be approached from several perspectives. Each offers somewhat contrary broadside of why item-by-items act the way they do, and each can make a contribution to our perception of the total person and a thicker construeing of a persons overt and covert port. Human activities involves remembering,deciding,reasoning, classifying, planning, and so on- that harbor tradition in all(prenominal)y been thought to belong to a group of genial processes mostly falling under the label re knowledge. We can compute of cognitive activities in terms of tasks. We use one cognitive powers and capacities to carry out all sorts of projects from deciding what to wear to a party to keeping tabs on a bank account. We may use our cognitive powers to solve our problems, fro example to knock the shortest route home. These tasks can be per organiseed well or ill, correctly or incorrectly, c atomic number 18 richly or cargonless(prenominal)ly with m both in termediate possibilities. Our solutions can be more or less adequate more or less cleverly arrived at and so on.The study of these activities and the standards to which speculation are taken to con get, is cognitive psychology. The modern cognitive perspective is a reaction to the narrow-mindedness of behaviorism and the stimulus-response view which tend to neglect complex benevolent activities resembling reasoning, planning, decision making, and communication. The modern study of cognition is relate with mental processes much(prenominal) as perceiving, remembering, reasoning, deciding, and, problem solving.cognitive approach examines how we process, store, and use data and how these information influences what we attend to, perceive, learn, remember, beliefualize, and feel. The modern study of cognition is premised on the supposition that precisely by studying mental process can we fully understand what organisms do and why and we can study mental processes in an neutr al fashion by focusing on specific behaviors just as the behaviorists do, but also watching them in terms of underlying mental processes.In making these interpretations, cognitive psychologists often rely on an affinity between the mind and the computer. Incoming information is processed in different ways It is selected, compared, and combine with other or all information already in the memory, transformed, neutered, rearranged, organized, and so on. For instance, the simple act of recognizing who it is when a friend phones and says howdy requires you unconsciously to compare her voice to samples of other stacks voices that you have already stored in your long-term memory.We can use our sample problems to exemplify the cognitive perspective. When we interpret someones behavior, fundamentally we are engaging in the form of reasoning that is what is most potential cause of such action or conduct. Just as we may reason about why and what motivates human behavior. cognitive approa ches to indigence propose that indigence is a product of mints thoughts, expectations, and goals- their cognition. Motivation is the emotional stimulus that causes an individual to act. The stimulus maybe a indispensability or drive that energizes original behaviors. (Feldman, R. 2003 p. 28). If further we fully understand what motivates us, we are more likely to achieve our individualized of overlord goals. The causes of motivation range from physiological events within our brain that involves cognition and the body where manifestation of covert actions are seen. Psychology have generally proposed that all human behavior is goal directed towards satisfying a mat need. As a consequence, an unsatisfied necessitate causes one an inner tension which could be observable physically or psychologically. Then the individual engages in some action to reduce or relieve the tension.The individual wants to do something that will satisfy the perceive needs. For example, a thirsty man needs water, because he is operate by his thirst and is therefore incite to drink. altogether humans have needs. They need to breath, eat, drink, and rest. But these needs are only part of a much larger picture. People also need to be accepted, finish, recognized, and appreciated. They need to dream, aspire, desire , and acquire. These motives are all the result of how our cognition contribute by giving interpretation to what we desire and what the outcome of our goals maybe. respective(prenominal)s motives are the inner states that energizes, activates or moves and directs or channels behavior towards certain goals. Motives causes individuals to reach out, to seek fulfillment, and to begin searching for gratification. (Plotnik, R. 1999 p. 331). The cognitive theory condones that we may do things to satisfy our personal beliefs or meet our personal goals. For example, John may have undertaken a life-threatening behavior that is go up the Mount Fuji of Japan. What motivates J ohn to endure such agony?Cognitive theorys image of intrinsic motivation will explain Johns dangerous behavior thus rise itself was rewarding, climbing allowed him to meet his profess personal goals, beliefs, and expectations. Everyone has their own personal goals, so does John. Cognitive theories of motivation draw a key distinction between outside and intrinsic motivation. Extrinsic motivation involves engaging in certain activities or behaviors that either reduce biological needs or helps us contain incentives or external rewards.While, Intrinsic motivation involves engaging in certain activities or behaviors because the behaviors themselves are personally rewarding because engaging in these activities fulfills our beliefs or expectation ( Atkinson et al. 1996 p. 335-337). These two types of motivation (intrinsic and alien) were additive and could be combine to stupefy the highest level of motivation. These two forms of motivation may base either on enjoyment or obligat ion. In this context obligation refers to motivation based on what individuals thinks ought to be done.For instance, a feeling of responsibility for a kick may lead to helping others beyond what is easily observable, rewarded of fun. Intrinsic motivation explains that people volunteer their services, spend hours on hobbies, run marathons, or work on personal projects because these activities are personally rewarding, fulfilling or challenging. Intrinsic motivation emphasizes that we do many things because of personal beliefs, expectations, or goals, sort of than external incentives. The concept of intrinsic motivation provides an explanation why humans are motivated to do the things they wanted to do, or to fulfill.Intrinsic motivation causes us to figure in an activity for our own enjoyment (like John did), rather than for any concrete, tangible reward that it will bring us. For example, when a physician whole shebang long hours because she loves medicine, intrinsic motivation is prompting her if she works hard in order to make a lot of money, extrinsic motivation underlies her efforts. We are more apt to persevere, work harder, and produce work of high and higher quality when motivation for a task is intrinsic rather than extrinsic (Rawsthorne & Elliot,1999) .Most explanations on the motivations of human behavior were a combine elements of Bernard Weiners attribution theory, and Banduras work on self- efficacy and other studies relating to locale of control and goal orientation. Thus it is thought that the students are more likely to experience intrinsic motivation if they attribute their educational results to internal factors that they can control the amount of effort they put in, not fixed ability believe they can be effective agents in reaching desired goals (e. g. the results are not determined by dumb luck. are motivated towards deep mastery of a topic, instead of just rote- skill performance to get good grades. The cognitive concept of motivatio n is based upon several assumptions about people and what people think and do. More specifically, the needs view of motivation seems to assume the following that individual are aware of their own personal needs in a conscious manner. Each individual knows whether lets say the belongingness needs are personally important- as they comprehend it to be, whether power needs are greater than security system needs, and so forth.People recognize urgencies and are capable of putting them mow into their priority motives are primarily internal needs and not created by environment again as how interpreted it is to be that more people are capable of assessing activities available to them to determine that if they do well and bring rewards for their performance, the result will be the fulfillment of known and interpreted to be their internal needs and lastly, individuals are future oriented in their motivational drives.Instead looking to past performances and past rewards, the individuals are also concerned about existing and future unfilled needs, not the past fulfilled ones. In 1941, Miller and Dollard proposed a theory of social learning and personation that rejected behaviourist notions of associationism in favor of drive drop-off principles. It was a theory of learning, however, that failed to take into account the creation of novel responses or the processes of delayed and non-reinforced imitations.In 1963, Bandura and Walters broadened the frontiers of social learning theory with the now old(prenominal) principles of observational learning and vicarious reinforcement. By the 1970s, however, Bandura was becoming aware that a key element was missing not only from the prevalent learning theories of the day but from his own social learning theory. Bandura (1986) advanced a view of human functioning that accords a central role to cognitive, vicarious, self-regulatory, and self-reflective processes in human adaptation and change.People are viewed as self-organizing, proactive, self-reflecting and self-regulating rather than as reactive organisms shaped and shepherded by environmental forces or driven by concealed inner impulses. From this theoretical perspective, human functioning is viewed as the product of a dynamic interplay of personal, behavioural, and environmental influences.For example, how people interpret the results of their own behaviour informs and alters their environments and the personal factors they possess which, in turn, inform and alter concomitant behaviour. This is the foundation of Banduras (1986) conception of reciprocal determinism, the view that personal factors in the form of cognition, affect, and biological events, behaviour, and environmental influences create interactions that result in a triadic reciprocality.Bandura altered the label of his theory from social learning to social cognitive both to distance it from prevalent social learning theories of the day and to emphasize that cognition plays a critical role in peoples capability to construct reality, self-regulate, convert information, and perform behaviour. The cognitive approach to motivation suggests basically that people are mentally aware of how situations around them appeal to their needs.At the same time, people recognize the consequences and effects of their own personal actions as those actions results in either rewards or penalties. The key to motivation is the fact that the performer senses or comprehends what is victorious place. As the power- oriented individual can be expected to oppose to the opportunity to gain more power, so may the friendship-starved individual be appealed to by the opportunity for socializing- all these means to the attainment of ones urgent need or to accomplish needs as perceived or construe them to be.