Psychology Chapter on Motivated Cognition

The idea that our personal goals and motivations influence how we think and perceive the world.

People believe intelligence is fixed and can't change. They may give up easily after failure.

People believe intelligence can increase through effort. They're more likely to keep trying even after setbacks.

The belief in one's ability to succeed, even in the face of challenges.

People expect and prepare for the worst, even if they've done well in the past.

The theory that our emotions and behaviors are influenced by how we compare ourselves to our personal standards and goals.

Who we want to be, our hopes and aspirations.

The kind of person we believe we should be based on duties and obligations.

Experiencing symptoms like hallucinations or delusions at a young age can lead to a higher chance of developing serious mental health problems later in life, such as schizophrenia, post-traumatic stress disorder (PTSD), and suicide attempts.

In the study, children with psychotic symptoms at age 11 all developed mental health issues by age 38, highlighting the significant long-term impact of early symptoms.

Common mental health challenges like anxiety, depression, and substance abuse were not found to be linked to early psychotic symptoms.

Helping children develop social and problem-solving skills can have long-lasting benefits for their mental and physical health.

Negative experiences like hardship and isolation can strongly influence mental and physical health later in life, emphasizing the importance of prevention and support.

Stored knowledge used for thinking and decision-making.

How readily these stored constructs (knowledge) are activated when processing information.

When your current reality doesn't match your personal hopes and wishes.

When who you are doesn't match what someone important to you hopes or wishes for you.

When your current reality doesn't match what others believe you are obligated to be.

When your current reality doesn't match what you personally believe you should be.

The process of managing emotional experiences, including when, how, and which emotions are felt and expressed.

The ability to reinterpret emotional events to reduce their impact.

Inhibiting emotional expression after emotions are triggered.

A discrepancy between your present self and your ideal self, commonly leading to sadness, disappointment, dissatisfaction.

A discrepancy between your present self and what you believe you ought to be (based on external or internal obligations), often leading to anxiety, guilt, or fear.

A heightened sensitivity to negative emotions such as fear, anxiety, and worry.

A tendency to experience fewer positive emotions like joy and satisfaction.

The belief that one can manage emotions and adopt strategies to effectively regulate emotional experiences.

Suppression of negative emotions can lead to reduced reward responsiveness and smaller brain areas related to processing rewards.

A brain training technique that involves real-time feedback on brainwave patterns to help individuals learn to self-regulate their brain activity.

Neurofeedback training can help PTSD patients regulate their amygdala activity, which is involved in processing fear and emotional reactions.

This personality group is characterized by emotional lability, impulsivity, low attention span, and negativity.

This group displays traits of shyness, fearfulness, and withdrawal, often leading to internalizing problems.

The Dunedin Longitudinal Study found a link between lower childhood socioeconomic status and higher BMI at age 26.

The ability to delay gratification, measured by the marshmallow test, predicts positive outcomes like better social competence and higher academic achievement.

Higher childhood conscientiousness was linked to greater longevity, highlighting its impact on mortality risk.

Early intervention programs often target soft skills like attentiveness, persistence, and impulse control, which are influenced by both temperament and experiences.

Social isolation in childhood can act as a cumulative stressor, leading to increased inflammation in mid-life.

Childhood adversity, both prospectively assessed and reported later in life, was associated with smaller brain structures and reduced gray matter volume.

This study emphasizes the long-term effects of adverse childhood experiences, highlighting the importance of interventions and support.

The Dunedin Longitudinal Study is still ongoing, providing valuable insights into the long-term effects of early life experiences on physical and mental health.

Early intervention programs like Head Start and Perry Preschool had significant positive long-term impacts, especially for disadvantaged children.