skip to content
Learning from the positivity effect : informed and motivated behavior change Preview this item
ClosePreview this item
Checking...

Learning from the positivity effect : informed and motivated behavior change

Author: Casey Moren Lindberg; Laura L Carstensen; Carol S Dweck; Jeanne Ling Tsai; Stanford University. Department of Psychology.
Publisher: 2010.
Dissertation: Thesis (Ph. D.)--Stanford University, 2010.
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : eBook   Computer File : English
Database:WorldCat
Summary:
The story of old age is not one of pure loss. Indeed, old age represents a time of certain cognitive decline in some domains, but also a time of growth and stability in others. Wisdom, maturity, expertise, and emotional regulation show improvements across adulthood. Goals also shift over the life span, from those aimed at gaining information and preparing for the future to emotionally meaningful pursuits later in  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Casey Moren Lindberg; Laura L Carstensen; Carol S Dweck; Jeanne Ling Tsai; Stanford University. Department of Psychology.
OCLC Number: 649897827
Notes: Submitted to the Department of Psychology.
Description: 1 online resource.
Responsibility: Casey M. Lindberg.

Abstract:

The story of old age is not one of pure loss. Indeed, old age represents a time of certain cognitive decline in some domains, but also a time of growth and stability in others. Wisdom, maturity, expertise, and emotional regulation show improvements across adulthood. Goals also shift over the life span, from those aimed at gaining information and preparing for the future to emotionally meaningful pursuits later in life. These differences lead to goal-consistent cognitive biases in the young and the old. Younger people attend to negative information more than positive information. Older adults attend to positive information more than negative information. This developmental shift, called the positivity effect, is presumably adaptive in a life-span context. Yet either set of chronically activated goals can be maladaptive in certain contexts. Because the positivity effect is malleable -- influenced by the way task relevant goals are structured -- it may be possible to frame information in ways that reduce biases in young and old. The present program of research aims to show how biases can be reduced when participants are given information about relevant research findings and have the necessary psychological tools to adjust their behavior accordingly. No previous work has investigated the impact of disclosing information about the positivity effect directly to participants. Such an informed debiasing attempt could prove fruitful for future attempts to educate the public about their own attentional biases. Study 1 demonstrates the positivity effect in a picture recall task; Study 2 adds images to an existing image set in order to more accurately study debiasing of the positivity effect in future studies; Study 3 demonstrates that people are generally unaware of the positivity effect; Study 4 demonstrates that simple information disclosure about the positivity effect is insufficient to change participants' behavior on a picture presentation/recall task and a health care decision task; Study 5 demonstrates that participants' motivation to change is key to behavior change.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/649897827>
library:oclcnum"649897827"
owl:sameAs<info:oclcnum/649897827>
rdf:typej.1:Web_document
rdf:typej.1:Thesis
rdf:typeschema:Book
schema:contributor
schema:contributor
schema:contributor
schema:contributor
<http://viaf.org/viaf/263419986>
rdf:typeschema:Organization
schema:name"Stanford University. Department of Psychology."
schema:creator
schema:datePublished"2010"
schema:description"The story of old age is not one of pure loss. Indeed, old age represents a time of certain cognitive decline in some domains, but also a time of growth and stability in others. Wisdom, maturity, expertise, and emotional regulation show improvements across adulthood. Goals also shift over the life span, from those aimed at gaining information and preparing for the future to emotionally meaningful pursuits later in life. These differences lead to goal-consistent cognitive biases in the young and the old. Younger people attend to negative information more than positive information. Older adults attend to positive information more than negative information. This developmental shift, called the positivity effect, is presumably adaptive in a life-span context. Yet either set of chronically activated goals can be maladaptive in certain contexts. Because the positivity effect is malleable -- influenced by the way task relevant goals are structured -- it may be possible to frame information in ways that reduce biases in young and old. The present program of research aims to show how biases can be reduced when participants are given information about relevant research findings and have the necessary psychological tools to adjust their behavior accordingly. No previous work has investigated the impact of disclosing information about the positivity effect directly to participants. Such an informed debiasing attempt could prove fruitful for future attempts to educate the public about their own attentional biases. Study 1 demonstrates the positivity effect in a picture recall task; Study 2 adds images to an existing image set in order to more accurately study debiasing of the positivity effect in future studies; Study 3 demonstrates that people are generally unaware of the positivity effect; Study 4 demonstrates that simple information disclosure about the positivity effect is insufficient to change participants' behavior on a picture presentation/recall task and a health care decision task; Study 5 demonstrates that participants' motivation to change is key to behavior change."@en
schema:exampleOfWork<http://worldcat.org/entity/work/id/541084127>
schema:inLanguage"en"
schema:name"Learning from the positivity effect informed and motivated behavior change"@en
schema:url<http://purl.stanford.edu/mz597dx0387>
schema:url

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.