| A | B |
|---|
| motivation | animal causing that organism to move toward a goal. |
| social motives | In contrast to biological drives, these motives are learned and develop in the context of family, enviornment and culture. |
| need for affiliation | The motive to associate with other people, as by seeking friends, moral support, contact comfort or companionship. |
| attachment | The deep emotional tie that babies and children develop for their primary caregivers, and their distress at being separated from them. |
| contact comfort | The need for touching; the Harlows first demonstrated this need in primates with their classic experiment. |
| stranger anxiety | Many babies between seven and nine months of age become wary or fearful of strangers. |
| separation anxiety | Many babies between seven and nine months of age become attached to a primary caregiver and show distress if she or he leaves the room. |
| secure attachment | An attachment style identified by Ainsworth; babies who cry or protest if a parent leaves and welcomes the parent when he or she returns. |
| avoidant attachment | An attachment style identified by Ainsworth; babies who do not seem to care if the mother leaves them and who seek little contact with her. |
| anxious/ambivalent attachment | An attachment style identified by Ainsworth; babies who protest when the mother leaves the room but resist contact upon her return. |
| passionate love | A kind of love characterized by a turmoil of intense emotions. This kind of love is often highly sexualized and often feels unstable. |
| companionate love | A kind of love characterized by affection and trust. This kind of love feels calm, stable and reliable and is not necessarily sexualized. |
| ludus | One of six styles of loving identified by Lee; game-playing love. |
| eros | One of six styles of loving identified by Lee; romantic or passionate love. |
| storge | One of six styles of loving characterized by Lee; affectionate, friendly love. |
| mania | One of six styles of loving characterized by Lee; possessive, dependent, "crazy" love. |
| pragma | One of the six styles of loving identified by Lee; logical, pragmatic love. |
| agape | One of the six styles of loving identified by Lee; unselfish love. |
| attachment theory of love | The theory that adult styles of love originate in the infant-parent attachment. Like Aisworth's babies, adults can be secure, avoidant, anxious. |
| gender roles | A set of rules and norms that define socially approved attitudes and behavior for men and women. |
| sexual scripts | Learned during childhood and adolescence, they teach boys and girls what to consider erotic or sexy, and how to behave during dating. |
| cultural scripts | The larger culture's requirements for proper sexual behavior. The scripts differ from culture to culture. |
| interpersonal scripts | The rules of behavior that a couple develops in the course of their relationship. The scripts differ depending on the relationship. |
| intrapsychic scripts | Scenarios for ideal or fantasized sexual behavior that develop out of a person's unique history. |
| expectations and values | One's certainty about sucess and how much one wants a goal influences how hard a person will work to reach a goal. |
| self-fulfilling prophesy | An expectation that comes true because of the tendancy of the person holding it to act in ways to confirm it. |
| value | A central motivating belief reflecting the fundamental goals and ideals that are important to the person. |
| performance goals | A type of goal that is concerned with doing well, being judged highly and avoiding criticism. |
| learning goals | A type of goal concerned with mastery and increasing competence and skills. Failure is seen as information that will help a person improve. |
| self-efficacy | The belief that one is capable of producing, through one's own efforts, desired results. |
| need for achievement | A learned motive to meet personal standards of success and excellence in a chosen area. |
| thematic apperception test | A test consisting of a series of ambiguous pictures about which the test taken must make up a story. Used to evaluate achievement needs. |
| implicit achievement motives | Unconscious motives that predict sustained achievement over time due to the pleasure erived from achievement itself. |
| explicit achievement motives | Self-aware motives that predict how a person will behave in a specific situation, because of immediate incentives and rewards. |
| need for power | A learned motive to dominate or influence others. |
| working conditions | Aspects of work, such as fringe benefits, complexity of daily tasks, pace, pressure and how routine or varied work is; affect workers' attutudes. |
| incentive pay | The strongest monetary motivator; bonuses given upon completion of a goal and not as an automatic part of salary. |
| teamwork | Cohesive, cooperative groups working together on a project. Often raises workers' motivation and job satisfaction. |
| "glass ceiling" | A barrier to promotion that is so subtle as to be transparent, yet strong enough to prevent advancement. |
| approach-approach conflict | Type of conflict in which you are equally attracted to two or more possible activities or goals. |
| avoidance-avoidance conflict | Type of conflict which requires you to choose between "the lesser of the two evils;" when you dislike two alternatives. |
| approach-avoidance and multiple approach-avoidance conflict | Type of conflict in which one activity or goal has both a positive and a negative aspect or many advantages and disadvantages (multiple). |
