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Author: Eleanor H. Simpson Publisher: Springer ISBN: 3319269356 Category : Medical Languages : en Pages : 584
Book Description
This volume covers the current status of research in the neurobiology of motivated behaviors in humans and other animals in healthy condition. This includes consideration of the psychological processes that drive motivated behavior and the anatomical, electrophysiological and neurochemical mechanisms which drive these processes and regulate behavioural output. The volume also includes chapters on pathological disturbances in motivation including apathy, or motivational deficit as well as addictions, the pathological misdirection of motivated behavior. As with the chapters on healthy motivational processes, the chapters on disease provide a comprehensive up to date review of the neurobiological abnormalities that underlie motivation, as determined by studies of patient populations as well as animal models of disease. The book closes with a section on recent developments in treatments for motivational disorders.
Author: Eleanor H. Simpson Publisher: Springer ISBN: 3319269356 Category : Medical Languages : en Pages : 584
Book Description
This volume covers the current status of research in the neurobiology of motivated behaviors in humans and other animals in healthy condition. This includes consideration of the psychological processes that drive motivated behavior and the anatomical, electrophysiological and neurochemical mechanisms which drive these processes and regulate behavioural output. The volume also includes chapters on pathological disturbances in motivation including apathy, or motivational deficit as well as addictions, the pathological misdirection of motivated behavior. As with the chapters on healthy motivational processes, the chapters on disease provide a comprehensive up to date review of the neurobiological abnormalities that underlie motivation, as determined by studies of patient populations as well as animal models of disease. The book closes with a section on recent developments in treatments for motivational disorders.
Author: Neal E. Miller Publisher: Transaction Publishers ISBN: 020236707X Category : Psychology Languages : en Pages : 508
Book Description
Neal E. Miller's pioneering work in experimental psychology has earned him worldwide respect. This second in a two-volume collection of his work brings together forty-three of Miller's most important and representative essays on learning, motivation, and their physiological mechanisms. They were selected on the basis of their current relevance and their historical significance at the time they were published. In order to emphasize the main themes, essays on a given topic have been grouped together. Learning, Motivation, and Their Physiological Mechanisms begins when the author first discovered the thrill of designing and executing experiments to get clear-cut answers concerning the behavior of children and of rats. The first study was one of the earliest ones on the behavioral effects of the recently synthesized male hormone, testosterone. The second was one of the earliest studies demonstrating the value of using a variety of behavioral techniques to investigate the motivational effects of a physiological intervention. The next studies investigated the satisfying and rewarding effects of food or water in the stomach versus in the mouth and the thirst-inducing and reducing effects of hyper- and hypotonic solutions, respectively, injected into the brain. The last study describes a technique devised for extending the analysis of the mechanism of hunger to the effects of humoral factors in the blood. The study is completed with an examination of trial-and-error learning that was motivated by direct electrical stimulation of the brain and rewarded by the termination of such stimulation. Other studies show that the stimulation via such electrodes not only elicits eating, but also has the principal motivational characteristics of normal hunger. The conclusion deals with a series of experiments that overthrows strong traditional beliefs by proving that glandular and visceral responses mediated by the autonomic nervous system are subject to instrumental learning, which can be made quite specific. Neal E. Miller (1909-2002) was a professor of psychology at Yale University and professor and head of a laboratory of Physiological Psychology at the Rockefeller University. He is a past president of the American Psychological Association, an elected honorary fellow of the British Psychological Society, and chairman of the National Research Council Committee on Brain Sciences. He is co-author of four books and author of many articles.
Author: Donald W. Pfaff Publisher: MIT Press ISBN: 9780262661478 Category : Libido Languages : en Pages : 346
Book Description
What arouses an animal or human from an inactive, nonresponsive state to a condition of activity and responsiveness? What are the biological mechanisms for this change? In this book Donald W. Pfaff focuses on a reproductive behavior typical of many female animals. Sensory stimuli from the male trigger responses in a well-defined circuit of nerve cells. At the top of the circuit, certain nerve cells receive and retain sex hormones such as estrogens and progesterone. As a result, specific genes in these nerve cells are turned on at specific times, affecting in turn the rest of the neural circuit and causing a state of sexual responsiveness. According to Pfaff, the biological bases for the most primitive human drives are largely explained by mechanisms uncovered in animal brains that have not changed in their fundamental properties over millions of years of evolution. Focusing on a single instinctive behavior, in this case the sex drive, is an important step toward understanding the biological reasons for the change from unmotivated to motivated animal behavior.
Author: Georg Schulze Publisher: Trafford Publishing ISBN: 1412012309 Category : Education Languages : en Pages : 153
Book Description
We teach aspects of the psychology of motivated behaviors using the "problem-based" and "structured activity-learning" methods that are rapidly gaining credence as effective instructional approaches, especially in teaching medicine-related courses. Our approach with this text attempts to: provide students with structured challenges; foster independent thought by encouraging students to solve the challenges without external aid; allow students to attempt to solve the challenges as they see fit; emphasize that the number of different approaches made in solution of the posed challenges is often far more important than the speed or accuracy with which the solution is arrived at; and provide ample encouragement. We do not spoon-feed students, but expect them to fend for themselves. This text is terse; some of the questions posed are ambiguous; some information may be missing; there is a proscription against seeking aid except in discourse with fellow students; there is a lack of supplemental explanations; there are no summaries or teaching objectives in the text; rather the student is asked to supply and deduce these, respectively...In short, we are standing current accepted practice on its head. It works. In fact, many students find the experience, though very demanding, also liberating, energizing and empowering. Their intellectual capabilities are respected and their problem-solving abilities developed. This is what they expected higher education to be about. ..."he encourages his students to guide their own thinking rather than just rote memorization." Anonymous (1997) "It was challenging to be in a psyc course where critical thinking, integration of topics and understanding, as opposed to rote memorization, were emphasized." Anonymous (1997) "Emphasis on individual thought and communication w[ith] classmates led to a good (and probably long-lasting) understanding of the material. In addition, the classroom discussion was interactive and led to a high degree of interest and enjoyment." Anonymous (1999) "I really appreciated the problem-based learning and group work format of the course, as well as the interesting course material. This course has contributed considerably to my understanding of psychology..." Anonymous (1999) "This is the end of my fourth year, and I have never spent so much effort on one course; nor have I enjoyed one more." Anonymous (2002)
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309459672 Category : Education Languages : en Pages : 347
Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Anthony Landreth Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
This is a dissertation on motivation and what in the brain is responsible for it. In this dissertation, I argue that the mechanisms of motivational states are a specific sort of process in the brain: a model-driven reinforcement learning process. Motivational states, through instrumental action, enable us to deactivate them. Thus, motivation's mechanism is self-terminating. Motivational states direct thought and behavior. I pick out neural mechanisms of motivated thought by elaborating a theory of internal models developed by Rick Grush. Evidence from neuroscience suggests that motivation's directional capacity is dependent on reinforcement learning mechanisms in the brain that control phasic dopamine. I therefore attempt to show that mechanisms of reinforcement learning control internal models. Motivation also energizes behavior. In part, this function depends on motivation mechanisms taking control of sensorimotor systems. It would appear that tonic dopamine, whose production may depend on phasic dopamine, regulates our performance drive. But complete understanding of how motivation mechanisms can take control of sensorimotor (and cognitive resources), an explanation of how motivation mechanisms get turned on, compete, and coordinate with each other must be given. I argue that the turning on and off of motivation depends on internal time-keeping mechanisms, and that motivational states compete through motivation mechanisms' mutual-inhibition. Colloquially, we describe motivation with terms like desire and intention. In this dissertation, I show that theories of desire and intention can be unified with a theory of motivation mechanisms. Following Timothy Schroeder, I argue that reinforcement mechanisms in the brain are mechanisms of desire. Following Elisabeth Pacherie, I argue that the content of intentions depends on model-driven control. I conclude with a theory of pleasure, where I argue that the hedonic content of pleasant and unpleasant experiences depends on reward and punishment. I show how the valence of emotional feelings, being tinged with pleasant or unpleasant qualities, fits with this picture of pleasure. Then, I argue that pleasure can affect motivation in two respects: (1) as part of the normal operation of any particular motivational state, or (2) as part of the operation of a higher-order desire mechanism.
Author: Neal E. Miller Publisher: Routledge ISBN: 1351509225 Category : Psychology Languages : en Pages : 573
Book Description
Neal E. Miller's pioneering work in experimental psychology has earned him worldwide respect. This second in a two-volume collection of his work brings together forty-three of Miller's most important and representative essays on learning, motivation, and their physiological mechanisms. They were selected on the basis of their current relevance and their historical significance at the time they were published. In order to emphasize the main themes, essays on a given topic have been grouped together.Learning, Motivation, and Their Physiological Mechanisms begins when the author first discovered the thrill of designing and executing experiments to get clear-cut answers concerning the behavior of children and of rats. The first study was one of the earliest ones on the behavioral effects of the recently synthesized male hormone, testosterone. The second was one of the earliest studies demonstrating the value of using a variety of behavioral techniques to investigate the motivational effects of a physiological intervention. The next studies investigated the satisfying and rewarding effects of food or water in the stomach versus in the mouth and the thirst-inducing and reducing effects of hyper- and hypotonic solutions, respectively, injected into the brain. The last study describes a technique devised for extending the analysis of the mechanism of hunger to the effects of humoral factors in the blood.The study is completed with an examination of trial-and-error learning that was motivated by direct electrical stimulation of the brain and rewarded by the termination of such stimulation. Other studies show that the stimulation via such electrodes not only elicits eating, but also has the principal motivational characteristics of normal hunger. The conclusion deals with a series of experiments that overthrows strong traditional beliefs by proving that glandular and visceral responses mediated by the autonomic nervous system are subject to instrumental learning, which can be
Author: Eleanor H. Simpson
Author: Eleanor H. Simpson
Author: D.W. Pfaff
Author: Neal E. Miller
Author: Bernard Weiner
Author: D. W. Pfaff
Author: Donald W. Pfaff
Author: Georg Schulze
Author: National Academies of Sciences, Engineering, and Medicine
Author: Anthony Landreth
Author: Neal E. Miller