Grounding desire and motivated behaviour
1:00pm - 2:00pm /
Wednesday 19th October 2016
/ Venue: Lesley Hearnshaw Lecture Theatre Eleanor Rathbone Building
- 01517941106
- Dr Craig Thorley
- Admission: Free to attend
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Delivered by Professor Esther Papies, University of Glasgow.
Professor Papies will present a grounded theory of desire and motivated behaviour along with empirical evidence that supports it. This theory suggests that desire arises when an internal or external cue triggers a simulation of an earlier appetitive experience that was rewarding and that has been stored as a situated conceptualization, incorporating information about the setting, actions, events, emotions, etc. Once part of this situated representation is cued, it can re-activate its other elements via pattern completion inferences, and lead to the experience of desire and motivated behaviour. Prof Papies will review studies supporting this account, using behavioural, physiological, and neuro-imaging methods. Prof Papies will also discuss how this theory of motivated behaviour can explain other findings in the self-regulation literature, and address implications for interventions, including mindfulness.
Professor Papies will present a grounded theory of desire and motivated behaviour along with empirical evidence that supports it. This theory suggests that desire arises when an internal or external cue triggers a simulation of an earlier appetitive experience that was rewarding and that has been stored as a situated conceptualization, incorporating information about the setting, actions, events, emotions, etc. Once part of this situated representation is cued, it can re-activate its other elements via pattern completion inferences, and lead to the experience of desire and motivated behaviour. Prof Papies will review studies supporting this account, using behavioural, physiological, and neuro-imaging methods. Prof Papies will also discuss how this theory of motivated behaviour can explain other findings in the self-regulation literature, and address implications for interventions, including mindfulness.