Introduction to Psychology Gateways

to Mind and Behavior with Concept

Maps and Reviews 13th Edition Coon
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Chapter Ten

Motivation and Emotion

Chapter Theme: Our behavior is energized and directed by motives and emotions.

Discussion Topics One-Minute Motivator 10.1: Homeostasis

One-Minute Motivator 10.2: Intracellular Thirst
One-Minute Motivator 10.3: Medications for Pain and Sex Drive
One-Minute Motivator 10.4: Optimal Arousal
One-Minute Motivator 10.5: Anxiety and Arousal
One-Minute Motivator 10:6: Need to Achieve
One-Minute Motivator 10.7: Human Curiosity
One-Minute Motivator 10.8: Accuracy of Non-Verbal Communication
One-Minute Motivator 10.9: Responses to Our Emotions
One-Minute Motivator 10.10: Can Facial Expressions Change Our
Emotions?
Broadening Our Cultural Horizons 10.1: Dieting in Different Cultures
Broadening Our Cultural Horizons 10.2: Ethnic Foods
Broadening Our Cultural Horizons 10.3: Frequency of Anorexia across
Gender and Culture
Broadening Our Cultural Horizons 10.4: Obesity in Different Cultures
Broadening Our Cultural Horizons 10.5: Sensation-Seeking Behaviors
Broadening Our Cultural Horizons 10.6: Cultural Reinforcement of Social
Behaviors
Broadening Our Cultural Horizons 10.7: Cultural Drives in Your Family
Broadening Our Cultural Horizons 10.8: Social Needs vs. Self-
Actualization Needs
Broadening Our Cultural Horizons 10.9: Motivating a Culturally-Diverse
Group
Broadening Our Cultural Horizons 10.10: Emotional Expressions in
Different Religious Institutions
Broadening Our Cultural Horizons 10.11: Marriages in Other Cultures
Value Clarification 10.1: Good Old-Fashioned Willpower
Value Clarification 10.2: Just Exercise to Lose Weight
Value Clarification 10.3: Overweight People Just Overeat
Value Clarification 10.4: Bulimics Like to Overeat
Value Clarification 10.5: Women are Too Concerned about Their Weight
Value Clarification 10.6: Sensation-Seeking is Just Recklessness
Value Clarification 10.7: Children Should Always be Intrinsically
Motivated
Value Clarification 10.8: Money Matters Most
Value Clarification 10.9: Effort is the Key to Success
Value Clarification 10.10: Lie Detectors Should be Used in Court
Value Clarification 10.11: Lie Detectors Should Not be Used in Hiring
Employees
Value Clarification 10.12: Emotions are Worse than Useless
Value Clarification 10.13: Showing Your Feelings is Healthy

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Classroom Activities Exercise 10.1: Willpower
Exercise 10.2: Need for Achievement
Exercise 10.3: Goals to Satisfy the Need for Achievement
Exercise 10.4: Hierarchy of Needs
Exercise 10.5: Maslow’s Theory and Everyday Problems
Exercise 10.6: Maslow’s Self-Actualization as a Work in Progress
Exercise 10.7: Cognitive View of Emotions
Exercise 10.8: Coping with Fears
Exercise 10.9: Reducing Fears
Exercise 10.10: Words with Emotional Overtones
Exercise 10.11: Galvanic Skin Response
Exercise 10.12: Uses and Limitations of Lie Detector Tests
Exercise 10.13: Elusive Nature of Love
Role-Playing Scenario 10.1: No, I’m Not Anorexic
Role-Playing Scenario 10.2: Emotional Eating
Role-Playing Scenario 10.3: Mixed Feelings
Role-Playing Scenario 10.4: I’m Innocent

Video Suggestions Discovering Psychology: Motivation & Emotion

Emotion
Emotional Intelligence (with Daniel Goleman)
Gender and the Interpretation of Emotion
In the Driver’s Seat: Motivation
Maslow’s Hierarchy of Needs
Nutrition and Eating Disorders
Pleasure and Pain
The Power to Overcome Failure

Multimedia Resources PowerLecture with JoinIn™ and ExamView® for Introduction to

Psychology: Gateways to Mind and Behavior, 13th Edition
Websites
Digital Media Library 3.0
Culture and Emotion
Schachter and Singer’s Two-Component Theory
Weight Control

Supplemental Lecture Motivational Cycle

Emotions—Do We Need Them?

Handouts Handout 10.1: Need for Achievement

Handout 10.2: Hierarchy of Needs
Handout 10.3: Personal Fears
Handout 10.4: Words and Emotion

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Chapter Ten Outline

10.1 Motivation—Forces That Push and Pull

Gateway Question 10.1: What is motivation and are there different types of motives?
Learning Objective 10.1.1 – Define motivation; identify the meaning of the Latin word
movere from which the words motivation and emotion are both derived; describe the
sequence of events that occurs within the model of motivation, including the
definitions of the following terms: need, drive, goal, and goal attainment.
Learning Objective 10.1.2 – Explain and give examples of how behavior can be activated
either by needs (push) or by goals (pull).
Learning Objective 10.1.3 – Explain how the incentive value of a goal affects one’s
motivation; and give examples of goals which have high and low incentive values
and the resulting effects these different incentive values have on motivation and
subsequent behaviors.
Learning Objective 10.1.4 – Describe and give examples of the three principal types of
motives: biological, stimulus, and learned.
Learning Objective 10.1.5 – Define homeostasis; explain how most biological motives
operate to maintain homeostasis.
Learning Objective 10.1.6 – Discuss how circadian rhythms affect energy levels,
motivation, and performance; explain how and why time zone travel, shift work, and
“burning the midnight oil” can seriously affect a person’s sleep and bodily rhythms;
and list ways to minimize the effects of shifting one’s biological rhythms.

10.2 Hunger—Pardon Me, My Hypothalamus Is Growling

Gateway Question 10.2: What causes hunger, overeating and eating disorders?
Learning Objective 10.2.1 – Describe how hunger is influenced by a complex interplay of
blood sugar levels, fullness of the stomach, metabolism in the liver, and the storage
of fat in the body.
Learning Objective 10.2.2 – Discuss the role of the hypothalamus in hunger; describe the
sensitivity of the hypothalamus to both neural and chemical messages; and identify
the locations of the feeding and satiety systems and the paraventricular nucleus; and
explain how each is activated and the probable effects of damage to the areas of
hypothalamus related to hunger.
Learning Objective 10.2.3 – Identify the extent of obesity in the United States; explain
how one’s body mass index can be calculated and interpreted; and describe how the
following factors influence hunger and overeating: (a) the body’s set point, including
the release of leptin and the occurrence of diet-induced obesity; (b) external eating
cues; (c) the attractiveness and variety of one’s diet; (d) emotions, (e) learned taste
preferences and taste aversions, including the example of bait shyness and the theory
of biological preparedness; and (f) cultural values.
Learning Objective 10.2.4 – Explain how obesity is the result of both internal and
external influences, including diet, emotions, genetics, and exercise; and describe the
dangerous effects of “yo-yo dieting.”
Learning Objective 10.2.5 – Discuss the nine techniques that make up behavioral dieting;
and explain how each can help people to control their weight.

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 Learning Objective 10.2.6 – Describe the essential features of the eating disorders of
anorexia nervosa and bulimia nervosa and the occurrence of muscle dysmorphia in
men; identify the prevalence of anorexia and bulimia among women and men; and
discuss the causes of these disorders, the treatments available, and the effects that
culture and ethnicity have on one’s body image.

10.3 Biological Motives Revisited—Thirst, Sex, and Pain

Gateway Question 10.3: What kinds of biological motives are thirst, pain avoidance,
and the sex drive?
Learning Objective 10.3.1 – Describe how thirst as well as other basic motives can be
affected by various bodily factors, but still remain primarily under the central control
of the hypothalamus.
Learning Objective 10.3.2 – Differentiate between intracellular and extracellular thirst;
explain the causes of each type of thirst; and list the beverage that would best satisfy
each type of thirst.
Learning Objective 10.3.3 – Compare and contrast the episodic drive of pain avoidance
to the biological drives of hunger, thirst, and sleepiness, which are cyclic; and explain
how the drive to avoid pain is partly learned.
Learning Objective 10.3.4 – Explain how the sex drive in humans differs from that of
lower animals and how the sex drive differs from other biological drives; and discuss
the Coolidge effect.

10.4 Stimulus Motives—Skydiving, Horror Movies, and the Fun Zone

Gateway Question 10.4: How does arousal relate to motivation?
Learning Objective 10.4.1 – Discuss the importance of the stimulus drives for both
humans and other animals; and explain how these drives for stimulation are partially
explained by the arousal theory.
Learning Objective 10.4.2 – Explain why people vary in their needs for stimulation; and
compare and contrast the characteristics of persons who are high and low in sensation
seeking.
Learning Objective 10.4.3 – Identify the optimal level of arousal for the peak
performance of most people; explain why this relationship between arousal and
performance is described as an inverted U function; describe how the complexity of a
task affects one’s ideal level of arousal, including an explanation and examples of the
Yerkes-Dodson Law; and discuss test anxiety and techniques to help alleviate this
problem.

10.5 Learned Motives—The Pursuit of Excellence

Gateway Questions 10.5: What are learned and social motives and why are they
important?
Learning Objective 10.5.1 – Describe how learned motives, including social motives, are
acquired and how they account for much of the diversity of human motivation; and
explain how people learn to enjoy activities that are at first painful or frightening.
Learning Objective 10.5.2 – Using Solomon’s opponent-process theory, explain how
drug addiction, skydiving, rock climbing, ski jumping, and other hazardous pursuits
become reinforcing as well as how people become fans of horror movies, carnival
rides, or bungee jumping.
Learning Objective 10.5.3 – Explain how social motives are learned through socialization
and cultural conditioning.

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 Learning Objective 10.5.4 – Describe what the need for achievement (nAch)
encompasses and the characteristics of persons with a high need for achievement;
differentiate the need for achievement from the need for power; and discuss the
studies by Bloom and others regarding the common ingredients that lead to high
achievement, including whether natural talent or drive and determination leads to
exceptional success.
Learning Objective 10.5.5 – Explain how self-confidence greatly affects motivation in
everyday life; and identify eight strategies to help enhance one’s self-confidence.

10.6 Motives in Perspective—A View from the Pyramid

Gateway Question: 10.6 Are some motives more basic than others?
Learning Objective 10.6.1 – Describe Maslow’s hierarchy of motives, including which
needs would be considered basic needs and which needs are classified as growth
oriented; and explain why all basic needs are deficiency motives.
Learning Objective 10.6.2 – Explain why the lower needs in Maslow’s hierarchy are
assumed to be prepotent over the higher needs.
Learning Objective 10.6.3 – Discuss Maslow’s concept of self-actualization, including
why it is not based on deficiencies and how it is reflected in one’s meta-needs;
describe these meta-needs; and explain what occurs when these meta-needs are
unfulfilled and why few people are motivated primarily by these needs for self-
actualization.
Learning Objective 10.6.4 – Distinguish between intrinsic and extrinsic motivation and
provide examples of each; describe the self-determination theory; explain how both
intrinsic and extrinsic motivation can affect a person’s interest in work, leisure
activities, and creativity; and list the aspects of a job that can adversely affect one’s
creativity.

10.7 Inside an Emotion—How Do You Feel?

Gateway Question 10.7: What happens during emotion?
Learning Objective 10.7.1 – Discuss the basic parts of an emotion, which include
physiological changes, adaptive behavior, emotional expressions, and emotional
feelings; and explain how emotions can help people to survive and form positive
emotional bonds as well as causing negative effects in their health, performance, and
relationships.
Learning Objective 10.7.2 – Identify Plutchik’s eight primary emotions; explain how they
can vary in intensity and how they can be mixed to produce more complex emotional
experiences; and describe the mildest form of an emotion known as moods, including
how moods affect one’s day-to-day behavior and their close link to circadian
rhythms.
Learning Objective 10.7.3 – Identify which hemisphere of the brain primarily processes
positive emotions and which primarily processes negative emotions; and explain why
this processing by different hemispheres allows one to experience positive and
negative emotions at the same time.
Learning Objective 10.7.4 – Discuss how the amygdala bypasses the cortex in producing
a fear response, including an explanation of how people can feel afraid without
knowing why; and describe the effects that result from damage to the amygdala.

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10.8 Physiology and Emotion—Arousal, Sudden Death, and Lying
Gateway Question 10.8: What physiological changes underlie emotion and can “lie
detectors” really detect lies?
Learning Objective 10.8.1 – Describe the physical changes associated with emotion that
are caused by the activity of the autonomic nervous system (ANS); and explain why
these reactions are considered innate, automatic, and nearly universal.
Learning Objective 10.8.2 – Discuss the roles of the sympathetic and parasympathetic
branches of the autonomic nervous system (ANS) during emotional arousal, detailing
the specific reactions of the body; and explain how both stress-related sympathetic
effects and the parasympathetic rebound can result in death.
Learning Objective 10.8.3 – Discuss the history, use, and limitations of the lie detector
(polygraph); explain what lie detectors actually measure; and describe how skilled
polygraph examiners might use the guilty knowledge test to improve the accuracy of
the lie detector.
Learning Objective 10.8.4 – Explain how the fMRI scan can be used to detect lies.

10.9 Expressing Emotions—Making Faces and Talking Bodies

Gateway Questions: 10.9 How accurately are emotions expressed by the face and “body
language”?
Learning Objective 10.9.1 – Discuss Darwin’s view of human emotions; list the six basic
facial expressions that are universally recognized and the two facial expressions that
researchers believe may also be universal; and describe facial blends.
Learning Objective 10.9.2 – Describe the three basic dimensions of facial expressions:
pleasantness versus unpleasantness, attention versus rejection, and a person’s degree
of emotional activation.
Learning Objective 10.9.3 – Explain the importance of the cultural and social context in
which a facial expression occurs; differentiate between social smiles and Duchenne
smiles; and describe cultural and gender differences in emotions, including a
discussion of the condition known as alexithymia.
Learning Objective 10.9.4 – Describe the formal study of body language known as
kinesics.
Learning Objective 10.9.5 – Discuss the kinds of messages that are sent by body
language, including how gestures are affected by cultural learning; how the body
language “messages” of relaxation or tension and liking or disliking are expressed,
and what the “chameleon effect” involves.
Learning Objective 10.9.6 – Explain why seemingly obvious clues like shifty eyes,
squirming, and nervous movements are not consistently related to lying; and discuss
how lying can sometimes be detected due to changes in illustrators and emblems.

10.10 Theories of Emotion—Several Ways to Fear a Bear

Gateway Question: 10.10 How do psychologists explain emotions?
Learning Objective 10.10.1 – Describe the commonsense theory of emotion; discuss and
give examples of James-Lange and Cannon-Bard theories of emotion; and explain
why both of these theories contradict the commonsense view.
Learning Objective 10.10.2 – Describe Schachter’s cognitive theory of emotion; explain
how labels for one’s emotions are chosen through attribution; and discuss the
numerous experiments and provide everyday examples that support the cognitive
theory and that demonstrate the effects of attribution and misattribution on one’s
emotions and behavior.

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 Learning Objective 10.10.3 – Discuss Lazarus’ theory that emotional appraisal influences
the emotions one experiences; provide examples of appraisals and corresponding
emotions; and explain how one can manage emotions better by changing one’s
attribution and/or emotional appraisal of situations.
Learning Objective 10.10.4 – Discuss Izard’s facial feedback hypothesis; explain
Ekman’s view that “making faces” can actually cause emotions; provide examples of
the link between contracted facial muscles and felt emotions; describe the
experiments that support the influence of facial expressions on emotions; and explain
why it is not a good idea to suppress emotions.
Learning Objective 10.10.5 – Explain the contemporary model of emotion by specifying
how the ideas from the other theories fit into this contemporary model and how these
elements of emotion interact.

10.11 Psychology in Action: Emotional Intelligence—The Fine Art of Self-Control

Gateway Question: 10.11 What does it mean to have “emotional intelligence”?
Learning Objective 10.11.1 – Describe what it means to be emotionally intelligent; and
explain how having emotional intelligence can help people and how lacking it can
adversely affect them.
Learning Objective 10.11.2 – Discuss the following specific skills that make up
emotional intelligence: perceiving emotions, including the concept of empathy;
understanding emotions; managing emotions; and using emotions to enhance
thinking, decision making, and relationships.
Learning Objective 10.11.3 – Discuss the many benefits of cultivating positive emotions;
describe how negative emotions can also be beneficial; and explain how one can
become emotionally smart.

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Discussion Topics

One-Minute Motivator 10.1: Homeostasis

Depending on the season and your classroom, you can demonstrate homeostasis by
turning the thermostat in your room up or down and waiting until a student complains
and asks you to alter the temperature.

One-Minute Motivator 10.2: Intracellular Thirst

Provide students with many baskets of chips and salty peanuts. Be sure that no one has
any liquid in class to drink. Wait until one student asks to run outside for a drink of water.
Discuss intracellular thirst.

One-Minute Motivator 10.3: Medications for Pain and Sex Drive

With medications such as Viagra and hormone replacement therapy, ask students how
they feel about using them when they need to. Do they believe they shouldn’t “fool
mother nature” or is it that “all’s fair in love and war”?

One-Minute Motivator 10.4: Optimal Arousal

Arrange students in pairs. Ask half of the pairs to engage in five minutes of aerobic
exercise. Ask the other half to meditate. Then give each pair some pick-up sticks. Each
pair decides who is the observer and who is the subject. Count the number of sticks that
can be carefully picked up. Discuss optimal arousal.

One-Minute Motivator 10.5: Anxiety and Arousal

Call on people for impromptu speeches. Break a balloon or turn on a buzzer just prior to
pulling out a name. Discuss the role of anxiety and arousal as they relate to the
fight/flight reaction. Remind students that these are normal reactions and that the
challenge is to channel such responses into adaptive behaviors.

One-Minute Motivator 10.6: Need to Achieve

Play a quick series of games with points. Ask trivia questions, guess numbers, or the like.
Keep track of each student’s points. Ask students to share feelings (about winning and
losing) with a person sitting near them. What does this say about each person’s need to
achieve?

One-Minute Motivator 10.7: Human Curiosity

Give students the first five minutes of class to complete a large wooden or jigsaw puzzle.
Stop students before the puzzle is complete and return to lecture/discussion. Be sure the
puzzles are within touching distance of many students. Before class, ask a student to
count the number of times students reach out to complete the puzzles. Discuss human
curiosity and manipulation needs as an example of stimulus motives. You may also want
to discuss the motivational properties of frustration that result from interrupted goal-
seeking.

One-Minute Motivator 10.8: Accuracy of Non-Verbal Communication

Ask students working in pairs to conduct an entire conversation using only facial
expressions and gestures. How much was understood? Why?

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One-Minute Motivator 10.9: Responses to Our Emotions
Ask students to spend one day intentionally smiling. Ask them to jot down their feelings
and the reactions of others to them. Share feelings the next day of class.

One-Minute Motivator 10.10: Can Facial Expressions Change Our Emotions?

Ask students to put a pencil crosswise between their teeth during a ten-minute lecturette.
Did the smiling affect their feelings?

Broadening Our Cultural Horizons 10.1: Diets in Different Cultures

Some cultures encourage people to eat a sweet, fat, high-variety diet. Other cultures
encourage more savory, low fat, and less-varied foods. Ask students to study the eating
habits of different cultures. Is the Far Eastern diet becoming Westernized? Or is the
Western diet becoming “Easternized”?

Broadening Our Cultural Horizons 10.2: Ethnic Foods

Ask students to bring to class the most unusual ethnic foods they can find. Ask students
to taste the foods; then have the provider describe the food and its cultural background.

Broadening Our Cultural Horizons 10.3: Frequency of Anorexia across Gender and
Culture
What cultures do students guess would have the least frequency of anorexia? Why are
most people with eating disorders female? As women play a more prominent role in
business, will this gender difference change? How? Why or why not?

Broadening Our Cultural Horizons 10.4: Obesity in Different Cultures

Using resources such as books, individuals from other cultures, and the Internet, have
students examine the concept of dieting to lose weight in different countries. How might
obesity be viewed differently in those cultures? How would certain types of diets, such as
a high-protein, low-carbohydrate diet, be viewed in China? Japan? India?

Broadening Our Cultural Horizons 10.5: Sensation-Seeking Behaviors

What cultural biases may exist in the Zuckerman Sensation-Seeking Scale? What
assumptions does this scale make about human behavior?

Broadening Our Cultural Horizons 10.6: Cultural Reinforcement of Social Behaviors

Make a list of all the ways a culture could reinforce social behaviors. What social
behaviors do you perform? How are these reinforced? Do different ethnic groups and
subcultures encourage different social behaviors?

Broadening Our Cultural Horizons 10.7: Cultural Drives in Your Family

Look at your own family culture. What forms of success are you encouraged to work
toward? Do you think that other cultures share the same goals or define “success” in the
same way?

Broadening Our Cultural Horizons 10.8: Social Needs vs. Self-Actualization Needs
Are Maslow’s motives universal? Imagine a culture where social needs were more
important than self-actualization needs. How would you test the universality of self-
actualization? Are there many different ways self-actualization can be expressed?

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Broadening Our Cultural Horizons 10.9: Motivating a Culturally Diverse Group
Most colleges have an increasingly diverse student population. Imagine that you are one
of five student government leaders wanting to put together a recycling campaign. One
student is a 40-year-old Indian man; another a 25-year-old single woman; another a 32-
year-old white single father; another an 18-year-old man; and finally a 22-year-old
married Japanese woman. How would you go about motivating this diverse group of
people?

Broadening Our Cultural Horizons 10.10: Emotional Expression in Different Religious

Institutions
Identify some ethnic churches, synagogues, or mosques in your area. Arrange for some
students to attend a wedding, baptism, bar/bat mitzvah, or other celebration. Observe how
the people in that culture celebrate a happy event. If several different ethnic churches
have been visited, the students could then share their experiences and compare them with
traditional American celebrations.

Broadening Our Cultural Horizons 10.11: Marriages in Other Cultures

Invite someone from a non-Western cultural background to come to the class to discuss
love and marriage in his/her culture. It is always interesting to discuss arranged marriages
as are found in India or Korea.

Value Clarification 10.1: Good Old-Fashioned Willpower

People just need more willpower. Changing our circadian rhythms is just a matter of
willpower. So too is losing weight

Value Clarification 10.2: Just Exercise to Lose Weight

If a person consistently exercises, he or she can lose weight.

Value Clarification 10.3: Overweight People Just Overeat

People who are overweight just eat too much.

Value Clarification 10.4: Bulimics Like to Overeat

Bulimia nervosa is a symptom of a larger problem—an inability to delay gratification.

Value Clarification 10.5: Women are Too Concerned About Their Weight
Women are too concerned with how they look.

Value Clarification 10.6: Sensation-Seeking is Just Recklessness

People who engage in high-risk activities (like skydiving) are just being reckless.

Value Clarification 10.7: Children Should Always be Intrinsically Motivated

Children should not be paid for getting good grades.

Value Clarification 10.8: Money Matters Most

The best measure of success in life is material wealth.

Value Clarification 10.9: Effort is the Key to Success

Success is 1 percent inspiration and 99 percent perspiration.

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Value Clarification 10.10: Lie Detectors Should be Used in Court
The results of polygraphs should be admissible in court.

Value Clarification 10.11: Lie Detectors Should Not be Used in Hiring Employees
New employees should not be required to take a lie detector test before starting a new
job.

Value Clarification 10.12: Emotions are Worse Than Useless

It’s a sign of weakness to display too much emotion. It would be better if humans never
felt emotion.

Value Clarification 10.13: Showing Your Feelings is Healthy

Being able to display emotions is a sign of mental health.

Classroom Activities

Exercise 10.1: Willpower

Discuss the notion of willpower with students. This is a problem for many people. Most
of us have “too little” of it, whatever it is. Have the students examine this concept in the
light of the theories they have been studying. Behaviorists would say there is no such
thing; our actions are simply the result of association and reinforcement. The notion of
motivation as a force to generate behavior would be unacceptable to a Behaviorist.
Willpower, from a cognitive point of view, is an internal force that moves a person in
some direction. Behavior is powered by strong needs, guilt, or anxiety. How would
Humanistic psychologists view this concept? Using this kind of discussion, you should be
able to get students to see how these theories explain behavior more clearly. Instead of
willpower, you could use conscience as the concept to be discussed.

Exercise 10.2: Need for Achievement

An exercise can be developed around the results of a projective approach to assessing
nAch. Find a somewhat ambiguous photo in a magazine and ask students to write a short
story telling what led up to the situation portrayed, what is happening now (including the
feelings of the characters), and what will happen next. Stories can be scored (rather
loosely) for the number of references to achievement themes and imagery (references to
striving, trying, goals, excellence, success, planning, achievement, and so forth).
Interview students with unusually high nAch as a basis for discussion and illustration.
Other themes that can be interesting to look for are power, affiliation, and fear of success.

Exercise 10.3: Goals to Satisfy the Need for Achievement

This exercise deals with the need for achievement. This is near and dear to the hearts of
students since they spend a great deal of time and energy in pursuit of goals that will
satisfy this need. Students should be able to arrive at a need level for themselves and also
see what characteristics are found in people who have high and low need levels.
(Handout 10.1)

nAch(oo!)
Pardon the pun! But just as the sneeze is a precursor of a cold, so some behaviors indicate
the existence of a need and the intensity of the drive to satisfy it.

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 I. Introduction
The items in this exercise describe some behaviors which are related to
achievement motivation. People do not experience them all to the same degree, but
put together they can be an indicator of the strength of the need for achievement.
Have the students respond to the scale, total the points on all items, and report their
scores. The highest possible score is 50 points; the lowest is 10. On the scale,
achievement motivation could be evaluated as follows:

High: 40 - 50 Medium: 20 - 40 Low: 10 - 20

This could leave some people on the borderline with scores of 20 or 40. Other
factors may need to be taken into account to determine in which group the student
belongs.

Students should be put at ease about this exercise. Be sure they understand that the
results will not affect their standing in the class, nor will it be a basis for personal
judgments.

II. Procedure
A. Distribute the scale to the students. Ask them to read the directions and follow
them. They should be given as much time as needed, about 10 minutes.
B. Ask students to total their ratings to arrive at a score for the scale. They should
note their own scores for future reference.
C. Collect the scales for further analysis.
D. Prior to the next class develop the following data:
1. Find a mean score for the class.
2. Identify the high and low achievers.
3. Pick out the items on which all or most low achievers scored lowest, and
high achievers scored highest.

III. Discussion
A. Make copies for the students of the items identified as common to high and low
achievers. Discuss achievement motivation using these items as a starting
point. Begin by asking students why they responded as they did.
B. Ask students if they felt this scale adequately sampled their achievement
motivation. Could it be improved? How? (For this discussion you could put a
copy of the scale on an overhead projector.)

Exercise 10.4: Hierarchy of Needs

Have the class rate the importance of each of the following clusters of needs on a 10-
point scale (1 = of little importance to me; 10 = extremely important to me). Which
cluster gets the highest rating? Where does this place the individual on Maslow’s
hierarchy of motives? Does this placement correspond to his or her self-perception? In
what way does one’s culture affect the area of emphasis on the hierarchy? Do students
agree with Maslow’s ordering of needs?

1) A safe and secure house, dependable income, good health, predictable future,
general sense of security.

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 2) Respect from colleagues or co-workers, valued by others in the community, self-
respect, and self-esteem.
3) Perfection, justice, beauty, truth, autonomy, meaningfulness, simplicity.
4) Close circle of family or friends, loved and cared for by others, loved by a special
person, accepted in the community.
5) Good food, drink, sex, physical comfort, rest and vigorous activity, good night’s
sleep, life’s physical pleasures.

It is fairly obvious that the items tap (in this order): 1) safety and security; 2) esteem and
self-esteem; 3) self-actualization (meta-needs); 4) love and belonging; and 5)
physiological needs. The items are likely to be transparent even for a naive subject.
Therefore, to get the most out of this exercise, it should probably be given before students
have studied the material in Chapter 13 but discussed when the chapter has been read.

Exercise 10.5: Maslow’s Theory and Everyday Problems

Try to show how Maslow’s theory helps us understand everyday problems. How could an
owner of a business use the hierarchy of needs to understand the situation of his
employees, and how could he change conditions to improve morale and increase
productivity? How could the theory apply to your own classroom, to problems between
parent and child, boyfriend and girlfriend, etc.?

Exercise 10.6: Maslow’s Self-Actualization as a Work in Progress

This exercise is intended to help students see the way in which Maslow’s hierarchy of
needs functions in their lives. Students should begin to see that they are “on the road” and
not yet “at the destination,” as far as personality development is concerned. (Handout
10.2)

Instructions for Handout 10.2:

I. Introduction—This is an exercise that should help students understand Maslow’s

hierarchy of needs. The goal is to have students examine their own experiences and
find ways in which they satisfy needs at each of the five levels. They should use
everyday examples such as the following:
A. Physiological needs:
1. the need to get a sweater when the classroom is cold
2. the need to get a cup of coffee after a “long, hard class”
B. Safety needs:
1. stocking up on canned tuna so it will be there when needed
2. putting a double lock on the front door
C. Love and belonging needs:
1. joining the French Club at college
2. checking on your best friend when he/she is sick
D. Esteem needs:
1. working hard to get good grades
2. helping mother with dishes after supper
E. Need for self-actualization:
1. taking dancing lessons to be better at it
2. volunteering to work with handicapped children at the park district pool

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 II. Procedure
A. Pass out the worksheets to students to use for this exercise.
B. Group the students in threes so they can discuss their experiences and select
those that fit each level more easily.
C. Ask students to produce their own list after sharing and discussing their ideas.
Each student should produce his/her own list.
D. Allow about ten minutes for this part of the exercise, then ask them to return to
their own places.
E. Now ask the students to evaluate these levels and try to see where they are at the
present time. Each student should try to determine the level at which he/she has
the most difficulty and why. They should be asked to explain this in the space
provided at the end of the worksheet.
F. Have students turn in the worksheet for your review. You should not grade the
sheet, but read it and make supportive comments on what is said. You will learn
a good deal about your students from this exercise.

Exercise 10.7: Cognitive View of Emotion

A good way to clarify the cognitive view of emotion is to seek examples from the class in
which they were “fooled” by an emotional situation, so that an initial reaction of fear or
apprehension gave way to relief or laughter. Point out that the foundation of
physiological arousal remained—only the perception or interpretation changed.

Exercise 10.8: Coping with Fears

Ask students to identify a fear they once had but have conquered. How did they
extinguish the fear? Did they learn anything from the way they handled that fear that can
be used to conquer fears that remain?

Exercise 10.9: Reducing Fears

This exercise should be non-threatening and will open up discussion of some personal
experiences. In this exercise students are asked to identify some fears that they have, and
they are then asked to think about ways to reduce them. (Handout 10.3)

Instructions for Handout 10.3:

I. Introduction
This exercise is intended to get students to think about their own fears. Fears can be a
serious problem if they affect the quality of life of an individual. Often people don’t
face up to their fears but instead develop a lifestyle that avoids confronting situations
that might cause feelings of fear to occur.

In doing this exercise students can, in a non-threatening way, assess their fears and
try to evaluate the effect they have on their lives. If they are willing to share some of
these with the class, they will have an opportunity to think them over and perhaps do
something to change.

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 II. Procedure
A. Hand out to students a copy of the fear intensity scale (Handout 10.3).
B. Ask students to record on the scale those fearsome things, events, or situations
that they can think of. They should place these items on the scale where they
think they should fall. Each item should be clearly stated.
C. Students should then be asked to think about ways to reduce the fears. Begin with
the top item and work down.

III. Discussion
A. Start off some discussion in class by asking students to volunteer to give their
top-rated fear. If a cooperative environment exists, students will try to help each
other with suggestions.
B. Be sure to bring in some psychological principles. You could have them explore
the possibility of using techniques for extinction of unwanted behavior and
reinforcement and shaping of new behaviors.
C. Either individually or in groups, students should think of ways to change this
behavior. Ask them to write down ideas for changing their fear behaviors.

Exercise 10.10: Words with Emotional Overtones

This exercise illustrates the way that some words take on emotional overtones. People
show this by their behavior when they are confronted with these words or ideas.
(Handout 10.4)

Instructions for Handout 10.4:

I. Introduction
Words and numbers, as symbols, have no special significance in themselves besides
their designated meaning. However, they take on added meaning and/or value as they
are used in a culture. A number sequence such as 38-22-36 may have no special
significance in itself, but when the number sequence is attributed to anatomical
measurements, it takes on additional meaning. Word association techniques are used
for diagnostic purposes because words are both motivational and emotional. Freud
used word association in his psychoanalytic approach to behavior problems. Free
association is initiated by words that have emotional content for the patient.
Some psychologists have found significance in not only the word or words used, but
also to the length of time taken to respond and the behavior of the subject while
responding. This exercise is designed to determine whether words that are emotional
in content produce a different behavior from neutral words. For this study, the
variable under observation will be the length of time between the stimulus word and
the response.

II. Procedure
A. Make copies of the word list and data sheet for the students in the class.
B. Divide the class into groups of three. Ask each group to identify a subject who is
immediately sent out of the room. The other two in each group should divide up
the work to be done; one will be the experimenter and the other the timer.
C. Distribute a copy of the word list to each experimenter. Ask the experimenters to
read over the directions while you read them aloud. Be sure both experimenters
and timers know what they are to do. Review the role of each as follows:

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 1. Experimenter - present one word at a time, waiting after each for a response
from the subject.
2. Timer - use a watch with a large second hand or a stopwatch. Note the period
of time between the stimulus word and the reaction time. Do not stop timing
until the subject has given a complete word. Utterances such as, “uh,”
laughter, remarks such as, “That’s a tough one,” are not responses.
D. Instruct the students to work out the average response time for the neutral words
and the emotionally-laden words.

III. Discussion
Some questions that can be raised with students should include the following:
A. Was there any difference in response time between the neutral and emotional
words? If a difference occurred, how do you account for it?
B. Were there any differences between response times for the neutral words? Were
reaction times to neutral words given after an emotional word any different than
to those after a neutral word? If so, can you explain why?
C. Does the level of association value make a difference in response time?
D. If no significant differences occurred between the two means, does that mean that
emotional connotations do not affect reaction time?

Exercise 10.11: Galvanic Skin Response

If you can obtain a galvanic skin response instrument, you can show the sympathetic
nervous system in action. Attach the sensors to the fingers of a volunteer and have the
class ask some provocative questions. (You may need to screen them ahead of time to
avoid being provoked or embarrassed yourself.) Even without a verbal response from the
subject, the GSR will show an increase in the level of moisture on the skin (perspiration)
due to the arousal of the SNS.

Exercise 10.12: Usefulness and Limitations of Lie Detector Tests

You have discussed the polygraph and how it works. Students are aware of its usefulness
and its limitations. Raise some questions with the class about its use and abuse. Ask them
to respond to the following questions:
a. How would you react if your employer were to demand regular polygraph tests
of all employees?
b. Should the polygraph be used to check up on government officials?
c. What do you think about “lie detecting” in the future? How will it be different?

Exercise 10.13: Elusive Nature of Love

Chapter 10 addresses the topic of the elusive emotion of love. As a way of allowing
students to explore their own ideas about this subject, they can be put into small groups
and asked to write a definition of love on a 3” x 5” card or slip of paper. Then all of the
groups should shuffle their cards and place them face down in the center. Each person in
turn should select a card, read it aloud, and comment on the definition. After they all have
been discussed, the groups should be instructed to arrive at one definition acceptable to
all of the members. The group definitions should be presented to the class as a whole for
discussion and debate.

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 Role-Playing Scenario 10.1: No, I’m Not Anorexic
You are a person who finds it impossible to gain weight. You are very tired of people
asking you if you are anorexic and treating you as if you are emotionally unstable.
Explain the situation one more time (calmly, of course).

Role-Playing Scenario 10.2: Emotional Eating

Your friend just lost 50 pounds. He is receiving positive feedback about his appearance,
but he doesn’t seem to be any happier than he was before. He is beginning to gain weight
again. What might you say to him about dieting?

Role-Playing Scenario 10.3: Mixed Feelings

You are the first person from your family to graduate from high school, and now you are
starting college. You know you can succeed, but there is a part of you that is afraid of the
responsibilities that success in college can bring. Tell your best friend about these
feelings.

Role-Playing Scenario 10.4: I’m Innocent

You have just taken a polygraph exam at your place of employment. The polygraph
operator says that you failed and that you are suspected of stealing. You know that you
are innocent. Defend yourself.

Key Terms

Adaptive behaviors Actions that aid attempts to survive and adapt to changing conditions.
Adrenaline A hormone produced by the adrenal glands that tends to arouse the body.
Alexithymia A learned difficulty expressing emotions; more common in men.
Amygdala A part of the limbic system (within the brain) that produces fear responses.
Androgen Any number of male sex hormones, especially testosterone.
Anorexia nervosa Active self-starvation or a sustained loss of appetite that has
psychological origins.
Arousal theory Assumes that people prefer to maintain ideal, or comfortable, levels of
arousal.
Attribution The mental process of assigning causes to events. In emotion, the process of
attributing arousal to a particular source.
Autonomic nervous system (ANS) The system of nerves that connects the brain with the
internal organs and glands.
Bait shyness An unwillingness or hesitation on the part of animals to eat a particular food.
Basic needs The first four levels of needs in Maslow’s hierarchy; lower needs tend to be
more potent than higher needs.
Behavioral dieting Weight reduction based on changing exercise and eating habits, rather
than temporary self-starvation.
Biological motives Innate motives based on biological needs.
Biological preparedness (to learn) Organisms are more easily able to learn some
associations (e.g., food and illness) than others (e.g., flashing light and illness).
Evolution, then, places biological limits on what an animal or person can easily learn.
Bulimia nervosa Excessive eating (gorging) usually followed by self-induced vomiting
and/or taking laxatives.
Cannon-Bard theory States that activity in the thalamus causes emotional feelings and
bodily arousal to occur simultaneously.

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Circadian rhythms Cyclical changes in bodily functions and arousal levels that vary on a
schedule approximating a 24-hour day.
Drive The psychological expression of internal needs or valued goals. For example, hunger,
thirst, or a drive for success.
Duchenne smile An authentic smile (as opposed to a posed, false smile).
Emblems Gestures that have widely understood meanings within a particular culture.
Emotion A state characterized by physiological arousal, changes in facial expression,
gestures, posture, and subjective feelings.
Emotional appraisal Evaluating the personal meaning of a stimulus or situation.
Emotional expression Outward signs that an emotion is occurring.
Emotional feelings The private, subjective experience of having an emotion.
Emotional intelligence The ability to perceive, use, understand, and manage emotions.
Episodic drive A drive that occurs in distinct episodes.
Extracellular thirst Thirst caused by a reduction in the volume of fluids found between
body cells.
Estrogen Any of a number of female sex hormones.
Estrus Changes in the sexual drives of animals that create a desire for mating; particularly
used to refer to females in heat.
Extrinsic motivation Motivation based on obvious external rewards, obligations, or similar
factors.
Facial feedback hypothesis States that sensations from facial expressions help define what
emotion a person feels.
Galvanic skin response (GSR) A change in the electrical resistance (or inversely, the
conductance) of the skin, due to sweating.
Goal The target or objective of motivated behavior.
Growth needs In Maslow’s hierarchy, the higher level needs associated with self-
actualization.
Guilty knowledge test Polygraph procedure involving testing people with knowledge only a
guilty person could know.
Hierarchy of human needs Abraham Maslow’s ordering of needs, based on their presumed
strength or potency.
Homeostasis A steady state of body equilibrium.
Hypothalamus A small area at the base of the brain that regulates many aspects of
motivation and emotion, especially hunger, thirst, and sexual behavior.
Illustrators Gestures people use to illustrate what they are saying.
Incentive value The value of a goal above and beyond its ability to fill a need.
Intracellular thirst Thirst triggered when fluid is drawn out of cells due to an increased
concentration of salts and minerals outside the cell.
Intrinsic motivation Motivation that comes from within, rather than from external rewards;
motivation based on personal enjoyment of a task or activity.
James-Lange theory States that emotional feelings follow bodily arousal and come from
awareness of such arousal.
Kinesics Study of the meaning of body movements, posture, hand gestures, and facial
expressions; commonly called body language.
Meta-needs In Maslow’s hierarchy, needs associated with impulses for self-actualization.
Metabolic rate The rate at which energy is consumed by bodily activity.
Mood A low-intensity, long-lasting emotional state.
Motivation Internal processes that initiate, sustain, direct and terminate activities.
Need An internal deficiency that may energize behavior.

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 Need for achievement (nAch) The desire to excel or meet some internalized standard of
excellence.
Need for power The desire to have social impact and control over others.
Non-homeostatic drive A drive that is relatively independent of physical deprivation cycles
or bodily need states.
Opponent-process theory States that strong emotions tend to be followed by an opposite
emotional state; also the strength of both emotional states changes over time.
Parasympathetic branch A part of the autonomic system that quiets the body and conserves
energy.
Parasympathetic rebound Excess activity in the parasympathetic nervous system following
a period of intense emotion.
Physiological changes (in emotion) Alterations in heart rate, blood pressure,
perspiration, and other involuntary responses.
Polygraph A device for recording heart rate, blood pressure, respiration, and galvanic skin
response; commonly called a “lie detector.”
Primary emotions According to Robert Plutchik, the most basic emotions are fear, surprise,
sadness, disgust, anger, anticipation, joy, and acceptance.
Response Any action, glandular activity, or other identifiable behavior.
Schachter’s cognitive theory States that emotions occur when physical arousal is labeled or
interpreted on the basis of experience and situational cues.
Set point The proportion of body fat that tends to be maintained by changes in hunger and
eating.
Sex drive The strength of one’s motivation to engage in sexual behavior.
Stimulus motives Motives based on learned needs, drives, and goals.
Social motives Learned motives acquired as part of growing up in a particular society or
culture.
Sympathetic branch A part of the ANS that activates the body at times of stress.
Taste aversion An active dislike for a particular food.
Test anxiety High levels of arousal and worry that seriously impair test performance.
Yerkes-Dodson law A summary of the relationships among arousal, task complexity, and
performance.

Video Suggestions

Discovering Psychology: Motivation and Emotion (2001, Annenberg, 28 min.)

This program explores sources of motivation, causes of behavior, and the interplay
between motivation and emotion. It includes information on the cumulative effects of
optimism and pessimism.

Emotion (2001, Insight Media, 30 min.)

This video considers the universality of certain emotions, as well as which emotional
displays different cultures find acceptable.

Emotional Intelligence (with Daniel Goleman) (1999, Films for the Humanities and Sciences,
70 min.)
Goleman makes the case for the importance of emotional intelligence, and argues that
unlike IQ, emotional intelligence can be learned.

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 Gender and the Interpretation of Emotion (1995, Films for the Humanities and Sciences, 25
min.)
This film explores the question of whether men or women are better able to judge
complex emotions in others.

In the Driver’s Seat: Motivation (2006, Insight Media, 30 min.)

This video examines the elements of motivation and how they direct individual action.
Topics include hunger, eating, sexual desire, and the need to belong. Csikszentmihalyi’s
notion of “flow” is also addressed.

Maslow’s Hierarchy of Needs (2007, Insight Media, 22 min.)

This film profiles Abraham Maslow and introduces his hierarchy of needs.

Nutrition and Eating Disorders (2011, Films for the Humanities and Sciences, 30 min.)
This program examines the dangers of anorexia, bulimia, binge-eating disorder, and other
related problems.

Pleasure and Pain (2010, Films for the Humanities and Sciences, 60 min.)
This video highlights the difference between pleasure and pain as motivational forces. In
exploring the science that underlies each, the viewer will find a link between these two
experiences.

The Power to Overcome Failure (2006, Films for the Humanities and Sciences, 46 min.)
This video explores how the use of rewards in education may actually undermine
intrinsic motivation.

Multimedia Resources

PowerLecture with JoinIn™ and ExamView ® for Introduction to Psychology: Gateways

to Mind and Behavior, 13th Edition.

Websites
Companion Site
www.cengage.com/psychology/coon

APA Online
http://www.apa.org/

Achievement Motivation
http://www.accel-team.com/human_relations/hrels_06_mcclelland.html

Motivation in College
http://www.ucc.vt.edu/stdysk/motivate.html

Cognition and Emotion

http://www.tandf.co.uk/journals/pp/02699931.html

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 Digital Media Library 3.0
“Culture and Emotion” (Video exploring the different emotional expressions across
cultures, 4 minutes, 55 seconds)

“Schachter and Singers Two-Component Theory” (Animation about how emotions are
experienced according to the Schacter-Singer theory of emotion, 4 minutes)

Weight Control (Video about how current research deals with the obesity epidemic, 5 minutes, 56
seconds)
Supplemental Lectures

Lecture #1:

The concept of motivation, as that which initiates, sustains, and directs the behavior of an
organism, can be presented to the students using the motivational cycle as a model. The following
lecture is a development of the concept in a way that appeals to the eyes as well as the ears of the
students.

MOTIVATIONAL CYCLE

I. Introduction
A. Begin the lecture by discussing the notion of homeostasis as a way to understand
motivation. This mechanistic idea of behavior as an attempt to find equilibrium sets
up the idea that all behavior has a purpose.
B. Develop this idea that all behavior has a purpose. It is goal-directed. Its purpose is to
satisfy the needs of the individual. It is easy to move on to discuss needs of the
organism as motivators of behavior.

II. Needs as Motivation

A. If behavior is motivated by needs of the organism, then the starting point is the need.
B. You can illustrate your explanation on the chalkboard by using a circle (cycle) as the
basis. You will put the term “need” at one spot on the circle and at the same time
define and explain the term. The definition should also be written on the board. At
this point your chalkboard will look like this
need -- a lack of something the
organism has to have or
wants for its well-being

C. The need is a lack of something. You can use an example of eating behavior. The
need is for nourishment. The organism lacks nourishment.

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D. A need usually gives rise to a drive, which is the urge to satisfy the need. In our
example it would be hunger. When the body needs nourishment, we feel hunger, the
urge to satisfy it. It would appear on the cycle as follows:

need -- a lack of something the

organism has to have or
wants for its well-being

drive -- the urge to satisfy the

need

E. Need and drive are distinct. We can need nourishment and not feel hungry. We can
feel hungry and have the urge to eat when we don’t need nourishment. Think about
Thanksgiving dinner and the pumpkin pie (with lots of whipped cream) for dessert!
However, need and drive do occur together most of the time, and the terms are often
used interchangeably.
F. The drive is what generates behavior. The urge to satisfy the need moves (motivates)
the organism to do something (behave). Two kinds of behavior are generated. The
first is to identify a suitable goal to satisfy the need. The second is to do what is
necessary to achieve the goal. Here’s what the cycle looks like at this point:

need -- a lack of something the

organism has to have or
wants for its well-being

drive -- the urge to satisfy the

need

behavior -- identification of a
suitable goal
-- attaining the goal

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 G. The goal is whatever will satisfy the need. Let us say that the hungry student decides
a cup of coffee and a donut in the cafeteria is a suitable goal. That is the first type of
behavior. Then follows the second, actually going to the cafeteria, buying the
goodies, and consuming them. The goal either eliminates or reduces the need, and the
cycle is complete. It would look like this on the chalkboard:

need -- a lack of something the

organism has to have or
wants for its well-being

drive -- the urge to satisfy the

need

behavior -- identification of a
suitable goal
-- attaining the goal

goal -- whatever will reduce or

satisfy the need

III. Discussion
A. Students should be clear on the dynamics of needs as motivators. This approach
helps them to see it. Try another example or two. If the students began to notice
black smoke coming into the classroom through the ceiling vents, their behavior
might seem automatic, but would, in fact, be motivated by a need and would be
goal-directed. See if they can fill in the cycle.

NEED - This would be a need for survival—to save one’s skin.

DRIVE - The urge would be to be somewhere else.

BEHAVIOR - First, a split-second decision is made to head outside;

that is the suitable goal.
- Then, you head for the nearest exit at top speed.

GOAL - The outside of the building, when attained, will satisfy

the need for survival.

B. Discuss what happens if unsuitable goals are selected. For example, what if the
students decided to hide under their desks.
C. Also, have the class consider what would happen if the need or drive were absent in
those circumstances.
D. The next session with the class should consider the types of needs: primary,
stimulus, and secondary needs.

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Lecture #2:

Students are seldom clear on the role of emotions in behavior. There are many misconceptions
about emotions that have appeared in our culture. Because they are so important and so personal,
we cannot ignore emotions, and we should try to understand them better. If we can understand the
role of emotions in behavior, perhaps we can use them more effectively to enrich our lives.

This lecture is about the role of emotions in motivated behavior. Where do emotions fit in? Are
they a help or a hindrance to achieving our goals? These and other questions should provide
plenty of material for a good discussion in class.

EMOTIONS—DO WE NEED THEM?

I. Introduction
A. This lecture deals with the role of emotions in behavior that is already motivated.
That is, we are talking about goal-directed behavior, behavior seeking to satisfy a
need. This idea is not clear to students.
A common misconception is that the emotion is the motivator. An example that
students give is, “I was afraid of dying, so I ran out of the burning building.” If you
ask people why they ran, they will reply, “because I was afraid!” If you ask what
motivated them to run, they will say it was fear.
As discussed in the needs theory of motivation in this chapter, if it’s true that all
behavior is goal-directed to satisfy needs, then their reasoning does not seem to fit.
Fear is not a need. Rather, fear seems to be aroused when a need already exists, in
this case, the need to escape from a burning building in order to survive.
B. Remind students of the definition of emotion as a state of arousal. The example
above would sound more reasonable if we were to say that the fear aroused a
person to act swiftly and expeditiously to exit the building. However, if fear is not
the motivator, what is?

II. Need reduction is the basis for behavior.

A. Use the motivational cycle discussed in Chapter 10 as the model. A shorthand
version of it could be drawn as follows:

NEED - DRIVE GOAL

behavior

Notice that there is no place in this scheme for emotion.

Let us take our example again. If we insert into this model, “when I become aware
of the fire and interpret it as dangerous to me,” a need becomes apparent; a drive
follows; goal-seeking and goal-attaining behavior is the result. What are these
specific elements:

NEED - survival, to avoid pain and death.

DRIVE - the urge to leave the vicinity of the threat to my well-being.
GOAL - somewhere outside, preferably far away.
BEHAVIOR - two kinds of behavior usually occur at this point:

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 1. looking for a suitable goal and means of getting there;
2. doing whatever needs to be done to reach that goal.
B. Let us look at the behavior portion of this model. It is important to my safety and
well-being that I find a goal that will, in fact, save my life. Hiding under a table, or
shutting my eyes won’t do. Also, it is important that I move quickly to attain that
goal. If I decide to rescue all my belongings before leaving, it may be too late.
Therefore, I have to assess the urgency of the situation and act accordingly, even if
my life savings are in jeopardy.

III. Emotions to the Rescue

A. What does the emotion of fear do for me? It makes it more certain that I will perform
the necessary behavior to satisfy the need. No fear may mean that I identify and seek
an unsuitable goal. The presence of fear strengthens and supports the behavior so that
I will do what is needed to survive.
B. The role of emotions, then, is to strengthen and reinforce the already-motivated
behavior to be sure the needs are adequately satisfied. An example, using the emotion
of pleasure: We eat for nourishment, but the emotion of pleasure makes it more likely
that we will pick a greater variety of foods, more nourishing food, and that we will
spend the money to get it and go to the trouble to prepare it well. The hunger drive
could be satisfied by something as simple as a few slices of bread, but we would not
be well nourished. Pleasure at the taste of food gives us the necessary push to do
better. We may know people who take no pleasure in food. They often eat irregularly
and inadequately. Their bodies may not be adequately nourished.

IV. Discussion
A. It will be difficult for students to assimilate this concept because of long-standing
erroneous ideas about emotions. You need to use several examples and help them to
think them through.
B. An objection students will raise is that emotions often are not helpful, as when one
gets angry and breaks furniture, or punches or even shoots someone. Fear may cause
someone to be petrified and he/she will not run from danger. Ask for some of these
examples.
This should open up a discussion of the effects of too little or too much emotion. Too
little makes it less likely we will satisfy our needs adequately. Too much will also
jeopardize our well-being. The discussion should center on use of emotions in
moderation—only as much as needed to do the job. Too much pleasure can lead to
overeating. Too much fear can lead to immobilization. Too much anger can lead to
the destruction of a relationship.
C. A good discussion can be held, and should be, on the way our society looks at
emotions:
1. Do we teach our children how to use emotions effectively?
2. Do we tolerate emotional expression in our society? Under what conditions?
3. How do cultures differ in how they encourage or discourage emotional
expression? Talk about mourning for the dead in our society and in other
cultures.

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Suggestions for Further Reading

Journal Articles:

Adolphs, R. (2008). Fear, faces, and the human amygdala. Current Opinion in Neurobiology,
18(2), 166–172.

Borzekowski, D. L. G., Schenk, S., Wilson, J. L., et al. (2010). e-Ana and e-Mia: A content
analysis of pro–eating disorder web sites. American Journal of Public Health, 100(8), 1526-
1534.

Bunn, G. C. (2007). Spectacular science: The lie detector's ambivalent powers. History of
Psychology, 10(2), 156-178.

Davis, C., & Carter, J. C. (2009). Compulsive overeating as an addiction disorder: A review
of theory and evidence. Appetite, 53(1), 1-8.

Duckworth, A. L., Peterson, C., Matthews, M. D., et al. (2007). Grit: Perseverance and
passion for long-term goals. Journal of Personality & Social Psychology, 92(6), 1087-1101.

Dunlop, S. M., & Romer, D. (2010). Adolescent and young adult crash risk: Sensation
seeking, substance use propensity and substance use behaviors. Journal of Adolescent Health,
46 (1), 90-92.

Izard, C. (2009). Emotion theory and research: Highlights, unanswered questions, and
emerging issues. Annual Review of Psychology, 60, 1-25.

Langleben, D. D. (2008). Detection of deception with fMRI: Are we there yet? Legal &
Criminological Psychology, 13(1), 1-9.

Mosley, P. E. (2009). Bigorexia: Bodybuilding and muscle dysmorphia. European Eating

Disorders Review, 17(3), 191-198.

Textbooks:

Buss, D. M. (2008). Evolutionary psychology: The new science of the mind (3rd ed.). Boston:
Allyn & Bacon.

Crooks, R., & Baur, K. (2011). Our sexuality (11th ed.). Belmont, CA: Cengage
Learning/Wadsworth.

Deckers, L. (2010). Motivation: Biological, psychological, and environmental (3rd ed.).

Boston: Pearson/Allyn and Bacon.

Franken, R. E. (2007). Human motivation (6th ed.). Belmont, CA: Cengage

Learning/Wadsworth.

298
 Kalat, J. W., & Shiota, M. N. (2012). Emotion (2nd ed.). Belmont, CA: Wadsworth.

Popular Press Articles and Books:

Darwin, C. (2009/1872). The expression of emotions in man and animals. New York:
Penguin Classics.

Deutschendorf, H. (2009). The other kind of smart: Simple ways to boost your emotional
intelligence for greater personal effectiveness and success. New York: AMACOM.

Ekman, P. & Friesen, W. V. (2003). Unmasking the Face. Cambridge, MA: Malor Books.

Goman, C. K. (2008). The nonverbal advantage: Secrets and science of body language at
work. San Francisco: Berrett-Koehler.

Kessler, D. A. (2009). The end of overeating: Taking control of the insatiable American
appetite. Emmaus, PA, US: Rodale Press.

Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.

Plutchik, R. (2003). Emotions and life. Washington, DC: American Psychological

Association.

Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press.

Watson, D. L., & Tharp, R. G. (2007). Self-directed behavior (9th ed.). Belmont, CA:
Cengage Learning/Wadsworth.

299
© 2013 Wadsworth, a division of Cengage Learning.

Handout 10.1 Name _________________________________

MOTIVATION—NEED FOR ACHIEVEMENT (nAch)

This is a five-point rating scale. Your responses should be based on how you feel about each
item at the present time. This is not an evaluation of your work in this course, and your
responses will be anonymous. Try to respond as accurately as you can. Rate each item as
follows:

not characteristic of me 1
seldom characteristic of me 2
sometimes characteristic of me 3
usually characteristic of me 4
very characteristic of me 5

1. I tend to be competitive and strive to excel in most activities I undertake. _____

2. I often go out of my way to take on outside responsibilities in the college and

community. _____

3 When thinking about the future, I emphasize long-term goals more than short-term
goals. _____

4. I get bored easily by routine. _____

5. I tend to get upset if I cannot immediately learn whether I have done well or
poorly in any situation. _____

6. I am generally not a gambler; I prefer calculated risks. _____

7. In choosing a career, I would be more interested in the challenge of the job than in
the pay. _____

8. When I cannot reach a goal I have set for myself, I strive even harder to reach it. _____

9. If given the choice, I would prefer a highly successful stranger as a co-worker to a

friend as a co-worker. _____

10. I believe people should take personal responsibility for their actions. _____

TOTAL FOR THIS SCALE _____

© 2013 Wadsworth, a division of Cengage Learning.

Handout 10.2 Name _________________________________

HIERARCHY OF NEEDS

In the space provided, try to identify and record some things that you do that are intended to
satisfy needs at each level. Provide several examples of each. You can discuss this with your
group members, but put down your own behavior, not theirs.

1. Physiological needs

2. Safety needs

3. Love and belonging needs

4. Esteem needs

5. Need for self-actualization

Indicate the level of needs that you feel takes up most of your time and energy at the present
time. At what level do you find yourself functioning most of the time? Explain what you do at
that level and why it is keeping you occupied at present. (Use back of page.)
© 2013 Wadsworth, a division of Cengage Learning.

Handout 10.3 Name _________________________________

PERSONAL FEARS: INTENSITY SCALE

On this handout, rate your different fears with regard to intensity and suggest ideas you have for
changing them.

100-
INTENSE
95-

90-

85-

80-

75-

70-
STRONG
65-

60-

55-

50-

45-

40-
MILD
35-

30-

25-

20-

15-

10-
WEAK
5-
© 2013 Wadsworth, a division of Cengage Learning.

Handout 10.4 Name _________________________________

WORDS AND EMOTION: WORD LIST

TO THE EXPERIMENTER

Read the following list of words to the subject, one at a time. Pause after each word to give the
person time to respond. Give the recorder time to write the response and time. Emotion-laden
words are designated by an asterisk (*).

Say to the subject:

I am going to give you a list of words, one at a time. After each word, say the first word that
comes into your mind. My partner will write down what you say. Here is the first word.

1. cloud

2. rape*

3. leaves

4. chair

5. brother

6. failure*

7. flower

8. communism*

9. dog

10. abortion*

11. holiday

12. paper

13. table

14. chocolate*

15. groceries
© 2013 Wadsworth, a division of Cengage Learning.

Handout 10.4 Name _________________________________

WORDS AND EMOTION: DATA SHEET

TO THE RECORDER:

Be sure to note the exact time (number of seconds) between the stimulus word given by the
experimenter and the response of the subject. Also, make a note of the response in the appropriate
place. Emotion-laden words are designated by an asterisk (*).

STIMULUS WORD RESPONSE RESPONSE TIME

1. cloud

2. rape*

3. leaves

4. chair

5. brother

6. failure*

7. flower

8. communism*

9. dog

10. abortion*

11. holiday

12. paper

13. table

14. chocolate*

15. groceries

MEAN response time for: NEUTRAL WORDS __________

EMOTIONAL WORDS __________

Another random document with
no related content on Scribd:
can’t receive so many visitors. We are not able to do our Work and
receive so many visitors, and can’t make sovioners to sell like we
once did and people will be expecting us to have them....”
The park, of course, cooperated and helped the sisters until Louisa,
the last, died in 1964.
Increasingly the park recognized the value of the human history of
the Smokies. Out of that recognition came interpretive projects and
exhibits at Cades Cove, Oconaluftee, Sugarlands, and a variety of
other sites which showed and still show the resiliency and the
creativity of the Appalachian mountaineer.
The same mix of problem, potential, and progress has made itself
felt on the Eastern Band of the Cherokees. Their population within
the Qualla Boundary doubled from approximately 2,000 in 1930 to
more than 4,000 forty years later. This increase has only pointed
more urgently to the economic, social, and cultural challenges
confronting the Cherokees.
By 1930, the inhabitants of the Qualla Boundary had reached a kind
of balance between the customs of the past and the demands of the
present. Most families owned 12 or 16 hectares (30 or 40 acres) of
woodland, with a sixth of that cleared and planted in corn, beans, or
potatoes. A log or frame house, a small barn and other outbuildings,
and the animals—a horse, a cow, a few hogs, chickens—rounded
out the Cherokee family’s possessions, which about equalled those
of the neighboring whites. The Eastern Band itself was unified by two
main strands: first, the land tenure system by which the more than
20,230 Qualla hectares (50,000 acres) could be leased, but not sold,
to whites; and second, the lingering social organization of the clan.
Smithsonian Institution
Dances are associated with certain traditional
Cherokee games. Separate groups of women and
lacrosse-like players are about to begin a pre-game
dance in 1888.

Smithsonian Institution
Nine men celebrate a game victory with an Eagle
Dance in 1932.
Charles S. Grossman
Samson Welsh shoots arrows with a blow gun at the
Cherokee Indian Fair in 1936.
These clans, which largely paralleled the five main towns of
Birdtown, Wolftown, Painttown, Yellow Hill, and Big Cove, stabilized
the population into groups and offered, through such methods as the
dance, an outlet for communication and expression. Through the
Friendship dance, for example, young people could meet each other.
The Bugah dance depended upon joking and teasing among
relatives. And the revered Eagle dance celebrated victory in the ball
games between Cherokee communities.
The whirlwind changes of the mid-20th century tipped whatever
balance the Cherokees had gained. The Great Depression, World
War II, and the explosion of tourism and mobility and business
opportunity brought inside the Qualla Boundary both a schedule of
modernization and a table of uncertainty. The dance declined in
importance. Surrounding counties seemed to take better advantage
of the new trends than these natives who had been cast into a
political no-man’s-land.
By the 1950s, the Eastern Band could look forward to a series of
familiar paradoxes: relatively poor education; a wealth of small
tourist enterprise and a dearth of large, stable industry; an
unsurpassed mountain environment and an appalling state of public
health. A 1955 survey of health conditions, for instance, found that
90 percent of 600 homes in seven Cherokee districts had insufficient
water, sewage, and garbage facilities. More than 95 percent of the
housing was substandard. Diseases springing from inadequate
sanitation prevailed.
The situation changed and is still in the process of change. The
Eastern Band could not and cannot allow such oversight, such
undercommittment. The Qualla Boundary Community Action
Program sponsored day-care centers in several Cherokee
communities. In the years surrounding 1960, three industries
manufacturing products from quilts to moccasins located at
Cherokee and began to employ hundreds of men and women on a
continuing, secure basis. A few years later, community action turned
its efforts to the housing problem; as the program drove ahead, 400
homes were either “constructed or significantly improved,” reducing
the percentage of substandard houses to about 50 percent. As for
living facilities, the percentages have been exactly reversed: 90
percent of homes now have septic tanks and safe water.
The Cherokee Boys’ Club, a nonprofit organization incorporated in
1964, has improved the quality of life within the Qualla Boundary.
The club’s self-supporting projects include a complete bus service
for Cherokee schools and garbage collection for the North Carolina
side of the Smokies. Along with the Qualla Civic Center, the Boys’
Club serves a useful socializing function as the modern equivalent to
past dances and rituals.
Perhaps the soundest of the native Cherokee businesses is the
Qualla Arts and Crafts Mutual. Since 1947, the Qualla Co-op has
marketed the work of hundreds of Indian craftsmen. Magnificent
carvings of cherry and walnut and baskets of river cane and
honeysuckle preserve the skills and art of the past and symbolize the
performance and the promise of the Eastern Band of the Cherokees.
The Tennessee portion of the Great Smoky Mountains has seen its
share of major accomplishments through imagination and hard work.
One such accomplishment is Gatlinburg’s Arrowmont School of Arts
and Crafts, known as the Pi Beta Phi Settlement School during the
early years of the century.
In 1910, Gatlinburg comprised a half-dozen houses, a couple of
general stores, a church, and scant educational facilities. Perhaps
200 families lived in the upper watershed of the Little Pigeon River,
and these families looked to Gatlinburg for trading, visiting, and
whatever learning they could reasonably expect to receive during
their lifetimes. In that year, the national sorority of Pi Beta Phi
decided to establish a needed educational project somewhere in
rural America; after discussing a possible site with the U.S.
commissioner of education, who suggested Tennessee, and the
state commissioner, who chose Sevier County, and the county
superintendent, who pointed to the isolated community of Gatlinburg,
the group picked this little village in the shadow of the Great Smokies
as the area in which they would work.
On February 20, 1912, Martha Hill, a neatly dressed and determined
young brunette from Nashville, opened school in an abandoned
Baptist church at the junction of Baskins Creek and the Little Pigeon
River. Thirteen suspicious but willing pupils, their ages ranging from
4 to 24, offered themselves for instruction. At first, attendance was
irregular, but by Christmastime, a celebration at the schoolroom drew
a crowd of 300. Miss Hill, herself tired and a bit ill from spending
exhausting hours nursing several sick neighbors, had to be brought
to the party by wagon from a cottage she had leased for $1.50 per
month.
The winter warmed into spring and the one-room school grew into a
settlement school. Workers from Pi Beta Phi organized a sewing
club for girls, a baseball club for boys. Martha Hill gathered some
books together to form the nucleus of a library. Students built barns
and chicken houses on land bought with sorority and community
contributions.
During the next two years, achievements small and large piled upon
each other. The library expanded to almost 2,000 books; school
enrollment swelled to well over 100. Pi Phi sank a second well,
tended a fruit orchard, took the children on their first trip to Maryville.
The people of Gatlinburg began to accept the school both in spirit
and in fact.
Activities branched out into other fields. In the fall of 1920, nurse
Phyllis Higinbotham, an experienced graduate of Johns Hopkins,
converted the old cottage into a hospital. Endowed with both
unswerving dedication and unending friendliness, “Miss Phyllis”
walked and rode from house to house, trained midwives, taught
hygiene, and persuaded doctors from Knoxville and Sevierville to
keep occasional office hours in Gatlinburg. In 1926, after firmly
establishing a model rural health center, Phyllis Higinbotham
became state supervisor of public health nurses for Tennessee.
As time passed, the county and the burgeoning town assumed
greater responsibility for the Pi Beta Phi Settlement School’s crucial
progress in the vital areas of health and education. But the broad-
based school was by no means undermined. Almost as soon as it
had arrived in Gatlinburg, Pi Phi had begun offering adult courses in
home economics, agriculture, weaving, and furniture making. These
courses formed the basis for a true cottage industry which in the late
1920s benefitted more than 100 local families. And when the coming
of the Great Smoky Mountains National Park assured a constant
wave of tourism, the products of folk culture in the Smokies rode the
crest of that wave.
The present-day Arrowmont School of Arts and Crafts, located upon
a peaceful estate in the heart of commercial Gatlinburg, attests to
the imagination of a generous group, the cooperation of a chosen
community, and the lasting good works of both. Like Qualla, like the
CCC camps, like the park today, and, most of all, like the Walker
place, Arrowmont signifies the profound beauty that can result when
people practice a simple respect for their homeland.
 Handicrafts
Woods and meadows, fields and mines and swamps, every part of
the natural scene yielded some material that could be transformed
into a handcrafted article of usefulness and beauty. From the trees
came richly grained lumber for furniture and musical instruments,
sturdy timber for tools and utensils, and softer wood for whittling
“play-pretties” and purely decorative objects. Wood-working, even
sculpture, became one of the outstanding skills of mountain artisans.
All the crafts involved in textile design and production were part of
the region’s history: weaving and spinning, quilting and braiding and
hooking, making dyes from roots, barks, vegetables, herbs. Baskets
were woven from oak and hickory splits, from river cane, and
honeysuckle vines.
Cherokee and mountaineer alike shared designs and shapes for the
baskets made from different materials for uses ranging from egg-
gathering to household storage.
Laura Thornborough
Alan Rinehart
And, as illustrated by Mrs. Matt Ownby (left) and Mack McCarter
(below), basketmaking was something done by both men and
women. Clay, fashioned on rude, homemade potter’s wheels of the
earlier days, provided pots and pitchers of primitive handsomeness
and daily utility. Broomcorn and sedge offered materials for rough but
effective brooms. Leather crafts arose from the need for harnesses
on mules and horse, and shoes on people. Skinning, treating,
tanning were just the first steps of a long, demanding process of
turning raw hide into usable leather. The use of corn shucks
illustrated with special clarity the mountain person’s inventiveness in
utilizing everything he raised or acquired. Corn shucks could make a
stout chair-bottom or a captivating little mountain doll. Nimble fingers
turned the husks into a dozen different articles. In his Handicrafts of
the Southern Highlands, Allen H. Eaton wrote in 1937: “We must try
to find the qualities of excellence which these people have
developed before insisting that they accept our formula for living,
thinking, and expression.... Better certainly, if we know, as those who
have worked and lived in the Highlands have had a chance to know,
what are the standards and the ideals to which the people cling. But
even that experience should not be necessary for us to understand
and to cherish the spirit of the young highlander who, after
expressing gratitude to the missionary who had come in to help build
a school, said with characteristic mountain frankness, ‘Bring us your
civilization, but leave us our own culture.’”

Alan Rinehart
Claude Huskey and Mack McCarter make chairs at one
of the shops in Gatlinburg in the 1930s.

Edouard E. Exline
John Jones was the miller in the late 1930s at the
Mingus Creek Mill in Oconaluftee.
Charles S. Grossman
Tom and Jerry Hearon, along with John Burns, hew a
log trough with a broad ax and adze.

Charles S. Grossman
With a mallet and ax, Tom and Jerry Hearon split logs
into bolts from which to make shingles.
Charles S. Grossman
Dave Bohanan feeds cane between the rollers as he
makes sorghum molasses.

National Park Service

A Smokies resident builds a flat bed for his sourwood
sled.
 A visit to the cabin of John and Lurena Oliver takes a
family back to yesteryear in Cades Cove.
Fred R. Bell
 Coming Home
Tremont. This Tennessee valley of the Middle Prong of the Little
River does not differ widely from Deep Creek or Greenbrier or Cosby
or most of the other branches and hollows of the Smokies. Each,
including Tremont, penetrates the hills, divides them like a furrow,
and protects its own rocky, racing stream with a matting of thick,
green growth. Nearby Cades Cove and North Carolina’s
Cataloochee might guard a few hectares of lush, hill-cradled pasture
or farmland, but even these are stamped with the clear, cool air and
feel of the Great Smoky Mountains.
So Tremont is representative. And, perhaps because of this, it is a
symbol—a symbol of both the mystery and the clarity of the
mountains which give it a name. There is, for example, the legend of
a small boy who wandered into the backcountry above the “Sinks”
and was lost for two days. Uncle Henry Stinnett, a worried neighbor,
searched in vain for the boy until he dreamed, on the second night,
of a child sleeping near a log on a familiar ridge. Henry Stinnett
renewed the search, and the boy was indeed found asleep “under
the uprooted stump of a tree.”
And side by side with such a strange vision exists its opposite: the
unforeseen. In August of 1947, a young woman was sunbathing on
the boulders of the river. While she enjoyed the rays of the warm sun
downstream, the high upper reaches of the prong were being
flooded by the swollen, flash attacks of a hidden cloudburst. Within
minutes, the woman drowned in a hurtling wall of water.
Yet there is also a clarity here that offsets the unknown. It is a quality
of outlook, a confidence of ability and expectation for the future as
immense as the mountains which inspire it. But it is an awareness
grounded in the facts of history and anecdote and the crisp, fresh
sounds of children’s voices.
“Black Bill” Walker knew about children; he had more than 25
himself. A double first cousin to the father of Little Greenbrier’s
Walker sisters, “Black Bill” or “Big Will” Walker moved into the lonely
valley in 1859. He was only 21 years old then, and his name was
simply William. He was accompanied by his strong 19-year-old wife,
Nancy.
His mother was a Scot, a member of the McGill clan. His father,
Marion, was another of those multitalented frontiersmen: miller,
cattleman, orchardist, bear hunter, saddlebag preacher. William took
up where his parents left off. He became the leader, the ruler of the
community he had started. He was rumored to have been a Mormon,
although denominations mattered little in the wilderness. He and
Nancy raised seven children. Later wives bore him approximately 20
more.
He milled his own corn and built log cabins for each of his families.
He fashioned an immense muzzle-loading rifle, nicknamed it “Old
Death,” and handled it with rare skill. Horace Kephart, in a 1918
magazine article, tells of a conversation he had with the 80-year-old
hunter:
“Black Bill’s rifle was one he made with his own hands in the log
house where I visited him. He rifled it on a wooden machine that was
likewise of his own make, and stocked it with wood cut on his own
land. The piece was of a little more than half-ounce bore, and
weighed 12½ pounds ... the old hunter showed me how he loaded....
“‘My bullets are run small enough so that a naked one will jest slip
down on the powder by its own weight. When I’m in a hurry, I pour in
the powder by guess, wet a bullet in my mouth, and drop it down the
gun. Enough powder sticks to it to keep the ball from falling out if I
shoot downhill. Then I snatch a cap from one o’ these strings, and—
so.’
“The old man went through the motions like a sleight-of-hand
performer. The whole operation of loading took barely ten seconds.”
After Black Bill’s own children had grown, he went to the nearby
town of Maryville and requested and received a school in the valley
for children yet to come. He governed his settlement, yet he was not
merely a governor. He was a remarkable man, an individualist who
also built a community.
After Black Bill’s death in 1919, life in Tremont continued as before.
Families still ate turkey and pheasant, squirrel and venison, sweet
potatoes and the first greenery of spring, onions. Children’s bare feet
remained tough enough to break open chestnut burrs. Mothers
continued to put dried peaches in a jar full of moonshine, let it sit a
day or two, and test their peach brandy with a sip or two. And on
Christmas, fathers and sons “got out and shot their guns” in
celebration.
 Legend has it that Black Bill Walker once went into a
cave after a bear and came out alive—with the hide.
The story is probably true, for he did many things on a
grand scale. He was the patriarch not only of a large
family, but of a community.
National Park Service
Intervals of violence interrupted the daily routine. Farmers with cattle
and sheep freely roaming the ridges sometimes made it hard for
others to grow corn and similar crops. A hunter’s bear and ’coon
dogs might kill some sheep. One “war” ended with a fire on Fodder
Stack Mountain that raced down into Chestnut Flats and killed a
number of sheep. No humans died, but the sheep men killed all the
hunting dogs in the vicinity.
By the early 1920s, change was creeping into the valley. The Little
River Lumber Company persuaded Black Bill’s children to do what
he would not do: sell the timber. From the mid-twenties to the mid-
thirties, more than 1,000 workers lived in the logging town of
Tremont, patronized the Tremont Hotel, and hauled away tens of
thousands of the virgin forest’s giants.
With the Great Smoky Mountains National Park came the CCC. The
Civilian Conservation Corps camp on the old lumber site, together
with a Girl Scout camp that would last until 1959, signaled a retreat
—and a progression—from the extractive industry of the past.
Although the CCC disbanded during World War II, a modern-day
CCC arrived in 1964. The Job Corps combined conservation work,
such as trail maintenance and stream cleaning, with training in vital
skills of roadbuilding, masonry, and the operation of heavy
machinery.
Then, in 1969, Tremont entered a new era. The previous years of
innovation seemed to prepare the secluded valley for a truly fresh
and creative effort in education. The Walkers would have been proud
of what came to be the Environmental Education Center.
The Center draws on both original and time-tested techniques to
teach grade school children basic awareness and respect for the
 natural world around
them. Because its
achievements are
both fundamental
and effective, and
because it treats a
splendid mountain
area as a lasting
and deserving
homeland for plants
and animals and
human beings, the
story of Tremont
culminates this
history of the Great
Smoky Mountains.
For here is one of
the ways the
Smokies can be
best used: as a wild
refuge and a living
laboratory where
young people may
discover the deeper
meaning of the
park’s past and why,
for the future, there
is a park at all.
H. C. Wilburn The Environmental
Education Center,
“It is point blank aggravating, I can’t administered by
walk a log like I used to,” Aden Maryville College
Carver told H. C. Wilburn as he from 1969 through
crossed Bradley Fork in October 1979 and since then
1937 at the age of 91. by Great Smoky
Mountains Natural
History Association, evolved through planning by both the park and