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Trilogy of Mind, Essay Example

Pages: 1

Words: 316

Essay

Different writers have defined the trilogy of mind according to how they understand it and because of this; there are various definitions of the same. The trilogy of mind is made up of three components, emotion, cognition, and motivation. It has been argued that motivation brings about emotion, which will in turn affect the cognition part of the mind (Braver and Chiew 279).

Cognition depends on motivation and emotion for functioning. This is exemplified when a person is faced with an exam or test (Kihlstrom, Barnhardt, and Tataryn 788). For the mind to come up with answers to the given questions, a reason to come up with the answers is required. In an exam situation, this acts as a motivation. Wanting to know the answer is an emotion that comes forth because of the motivation (Braver and Chiew 279). On the other hand, motivation can happen without the participation of cognitive sphere. A person can set motivations based on goals that are set as a result of the need to get something, in other words, an emotion.

However, all three components of the mind trilogy are similar in the fact that they generate actions by triggering different organs of the body via the mind (Braver and Chiew 279). While cognition affects the brain through understanding concepts, motivation and emotion trigger the heart. Perhaps this justifies why one can be emotional or motivated without thinking critically about whatever is happening around him/her (Kihlstrom, Barnhardt, and Tataryn 790). The trilogy of mind shows the relationship between the cognitive, emotional and motivation parts that trigger the brain. Though they act differently, they are responsible for actions and are interrelated.

Work cited

Braver, Kimberly and Chiew Todd. Positive Affect Versus Reward: Emotional and Motivational Influences on Cognitive Control.” Frontiers in Psychology ( 2011). 2: 279-285

Kihlstrom, John, Barnhardt Terrence and Tataryn Douglas. The Psychological Unconscious: Found, Lost, and Regained. American Psychologist. Vol. 47 (1992): 788-791

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