Motivation In Human Behavior Research Articles

THINGS PLANNERS BELIEVE IN, AND THINGS THEY DENY

The paper examines the economic theory of consumer behavior from the Modern Psychoanalytic point of view with a metaphor of (transport) planning as a backdrop. It is claimed that the utility maximization principle of economic theory, no matter how broadly interpreted, does not envelop the motivation of human behavior and that the economic explanation of the aims of human behavior, which disregards the "dark side" of man, will result in narrowly conceived plans and policies. The application of economic theory, and other social sciences, to public policy has led to disjointedness of data collection, method of analysis, and planning and implementation. This, combined with a tautological behavioral theory, has made the current planning and public policy procedures self-verifying, and issues an invitation for a new theoretical approach which is comprehensive, does not ignore complexity and the large "error term", and appreciates the unity of data collection, method of investigation, and process of implementation. It is argued that unsatisfactory performance of the transport system, large errors inherent in data and models, the inability of extant transportation planning and policy to address key issues successfully, the environmental problem, and the value of the individual all call for new kinds of skills from the planners and policy makers. Freud's dualistic formulation of instinctual drives -- the life and death instincts -- is used as the new framework of explanation. This theory is seen to offer a convincing, more realistic and deeper understanding of the forces motivating human behavior, and one which is more in accordance with observable facts. If applied, the theory will lead to significantly different planning processes and to a profoundly different approach to public policy.

The Bourbaki Gambit

The Bourbaki Gambit is a novel about the doing of 20th-century molecular science. It is also an excursion by a distinguished scientist into the country of the humanities. If is the world of outer objective reality, then art is the domain of inner subjective reality. The two worlds do not easily blend, as thinking and feeling sometimes seem divergent and immiscible. So in this book we have the experience and sensibilities of a scientist directed toward the inner motivations of human behavior, toward characters in action, toward an unfolding narrative. This science in fiction story is told through the voice and mind of one Max Weiss, a Princeton researcher who has just been ungraciously nudged toward what he sees as the ignominy of emeritus status. Through an apparent chance meeting on a beach with Diana Doyle-Ditmus, an erstwhile humanist with a penchant for French history, the pair hatch a

The Other Wordly Landscapes of E.A. Poe and Rene Magritte

Several critics have found most intriguing Rene Magritte's outspoken admiration for Edgar Allen Poe. 1 Hammacher recounts that the painter, during his only trip to the U.S. absolutely insisted on a visit to the Poe shrine. The most obvious signs of the painter's interest in the writer are the titles of his paintings: Le Demon de la Perversion, 1928(The Imp of the Perverse) and Le Domaine d'Arnheim 1949 and 1963 (The Domain of Arnheim).2 Neither in Le Domaine d'Arnheim, nor in Le Demon de la Perversion did Magritte take into account such narrative elements as the plot or the person of the narrator. In the latter painting he presents the spectator with two apparently contradictory superimposed forms. The perforated pseudo-relief suggests a mobile but undecipherable cloud; and through its lacunae appear segments of a solid, well-polished geometrically divided mahogany board. Magritte thus refers to the problem raised by the American writer in discussing the perversion that lives in each of us.3 Such desire pushes us towards instability when we aspire to safety. Moreover, Magritte's canvas furnishes a possible answer to Poe's question regarding the impossibility of penetrating by an a priori rather than experimental or psychological approach, the motivations of human behavior.

C. F. Graumann (Ed.). Denken (Thinking), 1st ed., 1965; 5th ed., 1971. Pp. 513; Hans Thomae (Ed.). Die Motivation des menschlichen Handelns (Motivation of Human Behavior). 1st ed., 1965; 7th ed., 1971. Pp. 539; Otto M. Ewert (Ed.). Entwicklungspsychologie (Developmental Psychology), Vol. 1, 1972. Pp. 364; Franz Weinert (Ed.). Pädagogische Psychologie (Educational Psychology). 1st ed., 1967; 7th ed., 1972. Pp.

Journal of the History of the Behavioral SciencesVolume 11, Issue 3 p. 309-311 Book Review C. F. Graumann (Ed.). Denken (Thinking), 1st ed., 1965; 5th ed., 1971. Pp. 513; Hans Thomae (Ed.). Die Motivation des menschlichen Handelns (Motivation of Human Behavior). 1st ed., 1965; 7th ed., 1971. Pp. 539; Otto M. Ewert (Ed.). Entwicklungspsychologie (Developmental Psychology), Vol. 1, 1972. Pp. 364; Franz Weinert (Ed.). Pädagogische Psychologie (Educational Psychology). 1st ed., 1967; 7th ed., 1972. Pp. 600; and Gisella Ullmann (Ed.), Kreativitätsforschung (Research on Creativity). 1973. Pp. 391. Cologne, Germany: Kiepenhauer & Witsch Josef Brožek, Josef Brožek Research Professor Lehigh UniversitySearch for more papers by this author Josef Brožek, Josef Brožek Research Professor Lehigh UniversitySearch for more papers by this author First published: July 1975 https://doi.org/10.1002/1520-6696(197507)11:3<309::AID-JHBS2300110314>3.0.CO;2-YAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume11, Issue3July 1975Pages 309-311 RelatedInformation

The Length of Howells' Shadow of a Dream

Research Article| September 01 1972 The Length of Howells' Shadow of a Dream John W. Crowley John W. Crowley Search for other works by this author on: This Site PubMed Google Scholar Nineteenth-Century Fiction (1972) 27 (2): 182–196. https://doi.org/10.2307/2933052 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation John W. Crowley; The Length of Howells' Shadow of a Dream. Nineteenth-Century Fiction 1 September 1972; 27 (2): 182–196. doi: https://doi.org/10.2307/2933052 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentNineteenth-Century Literature Search This content is only available via PDF. Copyright 1972 By The Regents of the University of California Article PDF first page preview Close Modal You do not currently have access to this content.

Value referents in the governance of higher education

deeply concerned that our penal systems are not aimed at rehabilitation, that our welfare systems are inadequate to break the poverty cycle, that our political institutions are in many respects outmoded and ineffective, and that our school systems do not serve a considerable portion of the total population and probably miseducate many of those they do serve. Within the colleges and universities many have been outspoken about institutional shortcomings in general for many years, but with scant reference to the inadequacies of higher education. In a relatively short time, this condition has changed, not by professional or administrative volition but because of student demands for change accompanied by overt demonstration and less frequently by violence. In this present setting-one of turmoil and strife within our institutions of higher education-this paper seeks to deal with the referents that are basic to campus conflicts and to the decisions and processes required for their resolution. The term value as used in this paper will focus upon those motivators of human behavior which may be termed rational; that is, they are intellectualized guides to conduct which may be synthesized into a system of principles for guidance in practical affairs. This limitation seems essential since value in the general sense may refer to feelings of preference or attachment, consciously or unconsciously held, to any object or idea. A further limitation is that these intellectualized values be derived and appraised through a study of human behavior. Many professional educators accept the general notion of value but relegate values to the affective domain. This precludes attention to the development of rational values since the cognitive domain is viewed as having no control over the motivators of behavior. In developing an intellectualized system of principles which discipline his behavior, an individual must expend considerable effort in the examination of his biological and cultural inheritance of disorganized personal preferences, desires, and attitudes. Without such a system of principles an individual can neither display a high order of rationality in his behavior nor engage effectively in the development of rational modes of social behavior. It should be noted that this individual approach does not negate the idea of social values. The individual can develop an intellectualized system only in the context of a social system. The impact of referents, like and unlike his own, and help with intellectualization are prerequisites. Further, it is highly improbable that any group-be it family, church, school,

SECURITY AS A MOTIVATION OF HUMAN BEHAVIOR.

From the earliest knowledge of man and his behavior, evidence suggests an inherent need within him for predictability and control of his environment. Anthropologists and biologists point out that man is physically poorly adapted for survival in a hostile environment as compared to many other species in the evolutionary scale. Yet, one of the unique characteristics of man which has been the means of his continued survival and ascendancy over other animals, is his ability to remember vast amounts of past perceptions and associations and utilize these in processes of comparison and deduction to cope with new situations. Thus, man's survival has depended not on his biological adaptation to the environment but rather modifying his immediate environment to conditions permitting his survival. His existence is dependent on his controlling the immediate environment within relatively narrow ranges. In order to do this, he

Reflections before the gallows: the last testament of Jerome Titus.

The last self-reflections of a man about to be hanged are presented for the insight they offer into the motivations of human behavior. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Review of The springs of human action: A psychological study of the sources, mechanism, and principles of motivation in human behavior.

Review of The springs of human action: A psychological study of the sources, mechanism, and principles of motivation in human behavior.