Drive-reduction theory says motivation comes from a biological need that creates a drive—an uncomfortable internal state—that pushes you to act to restore homeostasis. For example, a drop in blood glucose creates the hunger drive, so you eat; eating reduces the drive and returns your body toward balance. It’s a negative-feedback model: need → drive (arousal) → behavior → need reduced. This fits AP CED 4.6.A.1 (addresses physical needs and homeostasis) and uses terms like drive and homeostasis. Limitations: it can’t fully explain behaviors aimed at increasing arousal (sensation-seeking) or intrinsic motivations (self-determination theory). For quick review, see the Topic 4.6 study guide on Fiveable (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice questions (https://library.fiveable.me/practice/ap-psych-new) to prep for AP-style items.

Arousal theory says people seek an optimal level of physiological and mental activation—not always as low as possible. The Yerkes-Dodson Law (from the CED) explains why: performance is best at moderate arousal; too little causes boredom and low motivation, too much causes anxiety and poor performance. Individual differences (like sensation-seeking) mean some people need higher arousal to feel engaged (thrill/adventure seeking, novelty), while others do better with lower arousal. That’s why one student craves caffeine and fast music to study, while another needs quiet. This connects to sensation-seeking theory in the CED and explains motivated behaviors that aren’t about homeostasis (unlike drive-reduction theory). For AP exam prep, know the terms Yerkes-Dodson Law, arousal theory, and sensation-seeking and be ready to apply them to behavior examples. For a quick review, check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

Intrinsic motivation comes from inside you—you do something because it’s personally rewarding (you enjoy it, find it interesting, or it satisfies autonomy, competence, or relatedness in self-determination theory). Extrinsic motivation comes from outside—you do something to get a reward or avoid punishment (grades, money, praise), which incentive theory highlights. Key differences: intrinsic tends to produce longer-lasting engagement and deeper learning; extrinsic can boost performance short-term but sometimes reduces intrinsic interest if overused (think getting paid for a hobby). On the AP exam, expect questions linking these ideas to self-determination theory and incentive theory (CED 4.6.A.2). Good to know related terms: drive-reduction and arousal theories (they explain other motives), and how rewards function as extrinsic motivators. Want a quick review or practice? Check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and hit the 1000+ practice questions (https://library.fiveable.me/practice/ap-psych-new).

Think of the Yerkes-Dodson Law as a sweet spot for arousal (how alert or excited you are) and performance. It says performance is best at a moderate level of arousal—too little arousal (bored, sleepy) and you underperform; too much arousal (anxious, overwhelmed) and performance drops. Picture an inverted U-shaped curve: the peak is the optimal arousal level. Important detail: task difficulty matters. Hard or new tasks need lower arousal (you work best calm and focused); easy or routine tasks can handle—or even benefit from—higher arousal. This idea comes from arousal theory and helps explain why drive states affect behavior. You might see this on the AP exam in questions about arousal theory or motivation (Topic 4.6). For a quick review, check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

Think of Lewin’s conflict types as choices that pull you different ways. An approach-approach conflict is choosing between two desirable options (e.g., cake or ice cream)—it’s low stress because either choice is positive. An approach-avoidance conflict is when one option has both good and bad features (e.g., a scholarship that requires moving far from friends): you’re drawn to the reward but repelled by the cost, so it creates more internal tension and wavering. (Lewin also describes avoidance-avoidance: choosing between two unattractive options.) On the AP, use these terms exactly (approach-approach, approach-avoidance, avoidance-avoidance) when linking Lewin’s theory to motivation in free-response or multiple-choice items (Topic 4.6, EK 4.6.A.4). Want practice applying these in FRQ-style prompts? Check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and more practice questions (https://library.fiveable.me/practice/ap-psych-new).

Ghrelin and leptin are two key hormones your hypothalamus uses to regulate hunger and satiety. Ghrelin, released mainly by the stomach, spikes before meals and signals the hypothalamus to increase appetite—it’s a “start eating” signal (drive-reduction: reduce physiological need). Leptin, produced by fat cells, rises with more body fat and tells the hypothalamus you’re full, reducing hunger and food intake over time. When leptin signaling is strong, satiety increases; when leptin resistance occurs, that satiety signal weakens and overeating can follow. The pituitary/hypothalamic system coordinates these hormonal messages to help maintain homeostasis. For AP-style answers, name the hormones, where they’re released, and how the hypothalamus responds (satiety vs. hunger). Review this in the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice applying it on Fiveable’s practice problems (https://library.fiveable.me/practice/ap-psych-new).

Sensation-seeking theory (CED 4.6.A.5) says people differ in their need for novel or varied experiences. The four types are: - Experience seeking—wanting new sensory or intellectual experiences (travel, art, unusual foods). - Thrill and adventure seeking—craving risky physical activities (extreme sports, fast driving). - Disinhibition—preference for uninhibited social activities (partying, impulsive social behavior). - Boredom susceptibility—low tolerance for routine or predictable situations (quickly bored with the same people or tasks). These appear in the CED under Topic 4.6 and are fair game on multiple-choice and FRQ integrative items about motivation and arousal. For a quick recap, check the Topic 4.6 study guide on Fiveable (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa). For more practice, see unit resources at (https://library.fiveable.me/ap-psych-new/unit-4) and the practice question bank (https://library.fiveable.me/practice/ap-psych-new).

Short answer: humans don’t show instincts the way many animals do because our behavior is far more flexible, learned, and driven by higher-level needs and goals. Why: animals often have fixed action patterns—automatic, innate responses to specific cues (like a goose rolling an egg back into its nest). Humans have evolved big brains and complex cognition, so we rely more on learning, culture, and conscious choices. Motivation theories in the CED explain this: drive-reduction and arousal address physiological needs, and self-determination/incentive theory explain how intrinsic and extrinsic goals guide behavior (4.6.A.1–4.6.A.3). That flexibility helps us solve new problems and resolve Lewin-style conflicts (approach-avoidance, etc.) instead of reacting by preset instincts. For AP prep, know the distinction between instinctual fixed-action patterns (animals) and human motivation theories—see the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa). For practice Qs, try the bank at (https://library.fiveable.me/practice/ap-psych-new).

The hypothalamus is the brain’s key regulator of eating: it monitors internal energy needs and signals hunger or satiety. It receives hormonal input (ghrelin from the stomach increases hunger; leptin from fat cells signals fullness) and uses the pituitary to help coordinate those signals (CED 4.6.B.1.i). Functionally, some hypothalamic regions stimulate eating when energy is low and other regions promote satiety when energy stores are sufficient. External cues (time of day, presence of food, social meals) interact with these internal signals to shape actual eating behavior (CED 4.6.B.1.ii). On the AP exam, expect questions tying these biological mechanisms to drive-reduction theory or incentive/extrinsic factors. Want a concise review and practice Qs on motivation? Check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and more practice problems (https://library.fiveable.me/practice/ap-psych-new).

Incentive theory says people (and animals) are motivated by external rewards or punishments—incentives—that pull behavior toward a goal. It emphasizes extrinsic motivation (rewards, money, grades, praise) rather than internal states. This differs from drive-reduction theory (behaviors push to reduce internal drives like hunger to restore homeostasis) and arousal theory (people seek an optimal arousal level, per the Yerkes-Dodson Law). It also contrasts with self-determination theory, which separates intrinsic motivation (doing something for its own sake) from extrinsic motives—incentive theory focuses on the external side. For the AP exam, be ready to compare how each theory explains the same behavior (e.g., eating because you’re hungry vs. eating for a reward). For a quick review on motivation, check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice questions at (https://library.fiveable.me/practice/ap-psych-new).

Lewin’s motivational conflicts theory says motivation often comes from having to choose between conflicting goals. The CED lists three basic conflict types (4.6.A.4): - Approach–approach (choose between two desirable options). Example: you must pick between two fun clubs—low stress, easy decision. - Approach–avoidance (one goal has both good and bad aspects). Example: you want a scholarship (approach) but worry about moving away from friends (avoidance)—this creates vacillation. - Avoidance–avoidance (choose between two unpleasant options). Example: do a boring group project or an extra-long homework assignment—high stress, often leads to procrastination. Resolving these conflicts (weighing pros/cons, changing the perceived value of options) is what drives behavior. This fits AP Topic 4.6 on motivation: conflicts are a source of why people act. For a quick refresher, see the Topic 4.6 study guide (Fiveable) here: https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa. Practice questions for the unit are at https://library.fiveable.me/practice/ap-psych-new—useful for exam-style application.

Time of day affects hunger because eating is driven by both internal signals (like ghrelin and leptin regulated by the hypothalamus) and external cues (per the CED 4.6.B.1.i–ii). Hormones set baseline hunger, but external factors—clocks, habitual mealtimes, light/dark cycles and social meals—act as incentives that trigger eating even if you aren’t physiologically starving. That fits incentive theory (external rewards/patterns motivate behavior) and drive-reduction/arousal ideas: you eat to reduce physiological drives or to maintain an optimal arousal/routine. Circadian rhythms shift appetite across the day, so a regular breakfast time can produce anticipatory ghrelin spikes. For AP exam practice, remember to connect hormones (ghrelin, leptin, hypothalamus) with external influences when asked about eating motivation (Topic 4.6). For a quick review, check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and more practice problems (https://library.fiveable.me/practice/ap-psych-new).

When you try to keep your body in homeostasis, your brain (especially the hypothalamus) senses any internal imbalance—like low blood sugar, low body temperature, or dehydration. The hypothalamus activates autonomic responses and signals the pituitary to release hormones; for eating, ghrelin rises to cause hunger and leptin signals satiety. Those signals create a “drive” (drive-reduction theory): you feel motivated to act (eat, drink, rest) to reduce the drive and restore balance. At the same time, dopamine-based reward pathways reinforce behaviors that successfully restore homeostasis, so you’re more likely to repeat them. Arousal levels also matter—if you’re too stressed or too sleepy, performance changes (Yerkes-Dodson Law). This fits AP topic 4.6 (drive-reduction, hypothalamus, ghrelin/leptin, arousal theory). For review, see the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and try practice questions (https://library.fiveable.me/practice/ap-psych-new).

At social gatherings you’re responding more to external cues and social motives than just internal hunger signals (ghrelin/leptin). Social facilitation makes you eat more when others are eating—larger groups, longer meal duration, and bigger portions all boost intake. Normative influence and modeling matter too: people match eating to group norms (if others eat lots, you tend to), while impression management can make you eat less in settings where you want to look a certain way. Incentive/extrinsic factors (availability, tasty food, celebration rewards) override drive-reduction or satiety signals, and arousal from the event can push you toward an “optimal” arousal level that includes snacking. For the AP exam, tie this to CED keywords: social facilitation, external factors, incentive theory, and biological regulators (ghrelin/leptin). Want a quick review of these concepts? Check the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa) and practice Qs (https://library.fiveable.me/practice/ap-psych-new).

Self-determination theory (SDT) says people are motivated either intrinsically (doing something for internal satisfaction) or extrinsically (doing it for external rewards). It also emphasizes three basic psychological needs—autonomy (choice), competence (feeling capable), and relatedness (connection)—that fuel intrinsic motivation when satisfied. SDT matters because it explains why rewards sometimes help (incentive theory) but can also undermine interest if they reduce autonomy or competence. For AP Psych, link SDT to Topic 4.6 essentials: identify intrinsic vs. extrinsic motives (4.6.A.2) and compare with incentive, drive-reduction, and arousal theories when explaining behavior or mental processes on the exam. Practice applying SDT in FRQs by explaining how satisfying autonomy/competence/relatedness raises intrinsic motivation and improves persistence, learning, or well-being. For a quick review, see the Topic 4.6 study guide (https://library.fiveable.me/ap-psych-new/unit-5/6-motivation/study-guide/ejKphjzI71jpngsa), Unit 4 overview (https://library.fiveable.me/ap-psych-new/unit-4) and practice questions (https://library.fiveable.me/practice/ap-psych-new).