13. November 2010 by John Schinnerer.

From Ken Pope’s listserv…

Subject: recommended: *Science*: “A Wandering Mind Is an Unhappy Mind” by Matthew Killingsworth & Dan Gilbert at Harvard University

Today’s new issue of the American association for the Advancement of Science’s journal *Science* (Vol. 330. no. 6006) includes an article: “A Wandering Mind Is an Unhappy Mind.”

The authors are Matthew A. Killingsworth and Daniel T. Gilbert.

Here are some excerpts:

Many philosophical and religious traditions teach that happiness is to be found by living in the moment, and practitioners are trained to resist mind wandering and “to be here now.”

These traditions suggest that a wandering mind is an unhappy mind.

Are they right?

Laboratory experiments have revealed a great deal about the cognitive and neural bases of mind wandering (3-7), but little about its emotional consequences in everyday life.

The most reliable method for investigating real-world emotion is experience sampling, which involves contacting people as they engage in their everyday activities and asking them to report their thoughts, feelings, and actions at that moment.

<snip>

We solved this problem by developing a Web application for the iPhone (Apple Incorporated, Cupertino, California), which we used to create an unusually large database of real-time reports of thoughts, feelings, and actions of a broad range of people as they went about their daily activities.

The application contacts participants through their iPhones at random moments during their waking hours, presents them with questions, and records their answers to a database at www.trackyourhappiness.org.

The database currently contains nearly a quarter of a million samples from about 5000 people from 83 different countries who range in age from 18 to 88 and who collectively represent every one of 86 major occupational categories.

To find out how often people’s minds wander, what topics they wander to, and how those wanderings affect their happiness, we analyzed samples from 2250 adults (58.8% male, 73.9% residing in the United States, mean age of 34 years) who were randomly assigned to answer a happiness question (”How are you feeling right now?”) answered on a continuous sliding scale from very bad (0) to very good (100), an activity question (”What are you doing right

now?”) answered by endorsing one or more of 22 activities adapted from the day reconstruction method (10, 11), and a mind-wandering question (”Are you thinking about something other than what you’re currently doing?”) answered with one of four options: no; yes, something pleasant; yes, something neutral; or yes, something unpleasant.

Our analyses revealed three facts.

First, people’s minds wandered frequently, regardless of what they were doing.

Mind wandering occurred in 46.9% of the samples and in at least 30% of the samples taken during every activity except making love.

The frequency of mind wandering in our real-world sample was considerably higher than is typically seen in laboratory experiments.

<snip>

Second, multilevel regression revealed that people were less happy when their minds were wandering than when they were not [slope (b) = -8.79, P < 0.001], and this was true during all activities, including the least enjoyable.

Although people’s minds were more likely to wander to pleasant topics (42.5% of samples) than to unpleasant topics (26.5% of samples) or neutral topics (31% of samples), people were no happier when thinking about pleasant topics than about their current activity (b = -0.52, not

significant) and were considerably unhappier when thinking about neutral topics (b = -7.2, P < 0.001) or unpleasant topics (b = -23.9, P < 0.001) than about their current activity (Fig. 1, bottom).

Although negative moods are known to cause mind wandering (13), time-lag analyses strongly suggested that mind wandering in our sample was generally the cause, and not merely the consequence, of unhappiness (12).

Third, what people were thinking was a better predictor of their happiness than was what they were doing.

The nature of people’s activities explained 4.6% of the within-person variance in happiness and 3.2% of the between-person variance in happiness, but mind wandering explained 10.8% of within-person variance in happiness and 17.7% of between-person variance in happiness.

The variance explained by mind wandering was largely independent of the variance explained by the nature of activities, suggesting that the two were independent influences on happiness.

In conclusion, a human mind is a wandering mind, and a wandering mind is an unhappy mind.

[end excerpts]

The author note provides the following contact info:

<mkilling@fas.harvard.edu>.

Ken Pope

To life, love and laughter,

John Schinnerer, Ph.D.

Founder of Guide to Self

P.S. For a free PDF copy of John’s award-winning self-help book on ways to focus the mind, turn down negative emotions, and turn up positive emotions simply visit http://www.GuideToSelf.com, click on the yellow book icon on the left side of the page, and enter your email and name. You will be granted instant access to 216 pages of life-improving scientifically-proven tools to focus your mind!

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14. October 2010 by John Schinnerer.

From ScienceDaily…

ScienceDaily (Sep. 27, 2010) — A star golfer misses a critical putt; a brilliant student fails to ace a test; a savvy salesperson blows a key presentation. Each of these people has suffered the same bump in mental processing: They have just choked under pressure.

It’s tempting to dismiss such failures as “just nerves.” But to University of Chicago psychologist Sian Beilock, they are preventable results of information logjams in the brain. By studying how the brain works when we are doing our best — and when we choke — Beilock has formulated practical ideas about how to overcome performance lapses at critical moments.

“Choking is suboptimal performance, not just poor performance. It’s a performance that is inferior to what you can do and have done in the past and occurs when you feel pressure to get everything right,” said Beilock, an associate professor in psychology.

Preventing choking in sports Some of the most spectacular and memorable moments of choking occur in sports when the whole world is watching. Many remember golfer Greg Norman’s choke at the 1996 U.S. Masters. Norman had played brilliantly for the first three days of the tournament, taking a huge lead. But on the final day, his performance took a dive, and he ended the Masters five shots out of first place.

Choking in such cases happens when the polished programs executed by the brains of extremely accomplished athletes go awry. In “Choke,” Beilock recounts famous examples of these malfunctions in the context of brain science to tell the story of why people choke and what can be done to alleviate it.

Thinking too much about what you are doing, because you are worried about losing the lead (as in Norman’s case) or worrying about failing in general, can lead to “paralysis by analysis.” In a nutshell, paralysis by analysis occurs when people try to control every aspect of what they are doing in an attempt to ensure success.

Unfortunately, this increased control can backfire, disrupting what was once a fluid, flawless performance.

“My research team and I have found that highly skilled golfers are more likely to hole a simple 3-foot putt when we give them the tools to stop analyzing their shot, to stop thinking,” Beilock said. “Highly practiced putts run better when you don’t try to control every aspect of performance.” Even a simple trick of singing helps prevent portions of the brain that might interfere with performance from taking over, Beilock’s research shows.

Preventing choking on tests and in business The brain also can work to sabotage performance in ways other than paralysis by analysis. For instance, pressure-filled situations can deplete a part of the brain’s processing power known as working memory, which is critical to many everyday activities.

Beilock’s work has shown the importance of working memory in helping people perform their best, in academics and in business. Working memory is lodged in the prefrontal cortex and is a sort of mental scratch pad that is temporary storage for information relevant to the task at hand, whether that task is doing a math problem at the board or responding to tough, on-the-spot questions from a client. Talented people often have the most working memory, but when worries creep up, the working memory they normally use to succeed becomes overburdened. People lose the brain power necessary to excel.

One example is the phenomenon of “stereotype threat.” This is when otherwise talented people don’t perform up to their abilities because they are worried about confirming popular cultural myths that contend, for instance, that boys and girls naturally perform differently in math or that a person’s race determines his or her test performance.

Beilock’s research is the basis of her new book, “Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To,” published Sept. 21 by Simon and Schuster, Free Press.

In Choke, Beilock describes research demonstrating that high-achieving people underperform when they are worried about confirming a stereotype about the racial group or gender to which they belong. These worries deplete the working memory necessary for success. The perceptions take hold early in schooling and can be either reinforced or abolished by powerful role models.

In one study, researchers gave standardized tests to black and white students, both before and after President Obama was elected. Black test takers performed worse than white test takers before the election. Immediately after Obama’s election, however, blacks’ performance improved so much that their scores were nearly equal with whites. When black students can overcome the worries brought on by stereotypes, because they see someone like President Obama who directly counters myths about racial variation in intelligence, their performance improves.

Beilock and her colleagues also have shown that when first-grade girls believe that boys are better than girls at math, they perform more poorly on math tests. One big source of this belief? The girls’ female teachers. It turns out that elementary school teachers are often highly anxious about their own math abilities, and this anxiety is modeled from teacher to student. When the teachers serve as positive role models in math, their male and female students perform equally well.

Meditation and practice can help Even when a student is not a member of a stereotyped group, tests can be challenging for the brightest people, who can clutch if anxiety taps out their mental resources. In that instance, relaxation techniques can help.

In tests in her lab, Beilock and her research team gave people with no meditation experience 10 minutes of meditation training before they took a high-stakes test. Students with meditation preparation scored 87, or B+, versus the 82 or B- score of those without meditation training. This difference in performance occurred despite the fact that all students were of equal ability.

Stress can undermine performance in the world of business, where competition for sales, giving high-stakes presentations or even meeting your boss in the elevator are occasions when choking can squander opportunities.

Practice helps people navigate through these tosses on life’s ocean. But, more importantly, practicing under stress — even a moderate amount — helps a person feel comfortable when they find themselves standing in the line of fire, Beilock said. The experience of having dealt with stress makes those situations seem like old hat. The goal is to close the gap between practice and performance.

A person also can overcome anxiety by thinking about what to say, not what not to say, said Beilock, who added that staying positive is always a good idea.

“Think about the journey, not the outcome,” Beilock advised. “Remind yourself that you have the background to succeed and that you are in control of the situation. This can be the confidence boost you need to ace your pitch or to succeed in other ways when facing life’s challenges.”

University of Chicago (2010, September 27). Psychologist shows why we ‘choke’ and how to avoid it. ScienceDaily. Retrieved October 13, 2010, from http://www.sciencedaily.com¬ /releases/2010/09/100925120110.htm

Mindfulness, meditation, stres management techniques, realistic optimism, resiliency, self-compassion, forgiveness, nonattachment are all examples of tools that are learnable and can be used to improve performance in business and in sports. These tools can be used to improve academic performance as well as satisfaction with life.

For a FREE copy of John’s award-winning self-help book that discusses all of these topics in depth, visit www.GuideToSelf.com and click on the yellow book icon on the left side of the page. In exchange for your email address and name, you will be granted instant access to your very own PDF copy of this invaluable book. Check it out now. It won’t take more than 90 seconds of your time.

All the best,

John Schinnerer, Ph.D.

Founder Guide to Self

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13. October 2010 by John Schinnerer.

From ScienceDaily…

ScienceDaily (Oct. 12, 2010) — Children who spend longer than two hours in front of a computer or television screen are more likely to suffer psychological difficulties, regardless of how physically active they are.

The PEACH project, a study of over a 1,000 children aged between ten and 11, measured the time children spent in front of a screen as well as their psychological well being. In addition, an activity monitor recorded both children’s sedentary time and moderate physical activity. The results showed that more than two hours per day of both television viewing and recreational computer use were related to higher psychological difficulty scores, regardless of how much time the children spent on physical activity.

The authors of the report, published in the November edition of the journal Pediatrics, conclude that limiting children’s screen time may be important for ensuring children’s future health and wellbeing.

According to the activity monitor, the children in the study who spent more time sedentary had better psychological scores overall. Those children who did more moderate physical activity fared better in certain psychological areas, including emotional and peer problems, but fared worse in some areas related to behaviour, including hyperactivity.

Lead author Dr Angie Page from the University of Bristol’s Centre for Exercise, Nutrition and Health Sciences said: “Whilst low levels of screen viewing may not be problematic, we cannot rely on physical activity to ‘compensate’ for long hours of screen viewing.

“Watching TV or playing computer games for more than two hours a day is related to greater psychological difficulties irrespective of how active children are.”

Children’s psychological wellbeing was assessed on the basis of a strengths and difficulties questionnaire which rated their emotional, peer, conduct and hyperactivity problems.

The children were asked to rate a series of statements as true on a three-point scale, varying from not true, to somewhat true to certainly true. Statements to assess their emotional wellbeing included; ‘I am often unhappy, down-hearted or tearful’, while statements to assess their peer problems included; ‘I am usually on my own’, ‘I generally play alone or keep to myself’.

This work was supported by the World Cancer Research Fund (WCRF UK) and the National Prevention Research Initiative.

University of Bristol (2010, October 12). Screen time linked to psychological problems in children. ScienceDaily. Retrieved October 13, 2010, from http://www.sciencedaily.com¬ /releases/2010/10/101011085958.htm

 Can we extend this study to adults who spend the majority of their time in front of computer screens at work and in front of the TV to unwind?

One of the solutions is to get out into nature as we know that being in nature has a restorative effect on the human mind.

Mindfulness also is a potential solution as it requires silence (what a concept!) which means turning off all electronics.

To live, love and laughter!

John Schinnerer, Ph.D.

Founder of Guide to Self, Inc.

P.S. For a FREE copy of John’s award-winning self-help book, just visit www.GuideToSelf.com and click on the yellow book icon. In exchange for your email address and name, you will receive an instant PDF copy of Guide to Self: The Beginner’s Guide to Managing Emotion and Thought! Check it out now. It will take you less than 2 minutes.

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6. October 2010 by John Schinnerer.

Mindfulness Shown to Turn Down Volume on Stress, Irritability and Depression 

I’m writing to let you know of a bonus for you! I just added a Mindfulness video shown to turn down the volume on stress, anger & depression.

It also increases contentment and relaxation.

Mindfulness is backed by 25 years of top notch research. It has been shown to be highly effective in reducing anger, anxiety, stress and sadness. It also improves awareness, contentment and relaxation.

It is involved in a new branch of medicine (integrative medicine) which recognizes the powerful mind-body connection in the healing process. All of integrative medicine involves a mindfulness component. Physical health is intricately connected with emotional health. Learn how to improve BOTH your emotional health and your physical health with a simple 15 minute exercise.

Only my Facebook friends can check it out. If you are interested, and not a friend, simply send me a friend request on Facebook! http://www.facebook.com/profile.php?id=1117562195&v=box_3&ref=profile#!/profile.php?id=1117562195 

Through my clients, I have seen the stress that is running rampant out there due to the stressed economy. Finances are adding a layer of stress and anxiety to everyone out there. This is on top of the ongoing stressors that everyone already deals with. Things are tough out there. Get access to a powerful new tool to turn down the volume on stress and increase your relaxation.

Have a calm, relaxing week!

All my love,

 John Schinnerer Ph.D.

Guide to Self, Inc.

For a free copy of my award-winning book on emotional management, click here.

Posted in San Francisco Bay Area, Well-being, De-escalating anger, Optimal Human Functioning, Executive coach, Danville CA, Emotion & productivity, San Ramon CA, Psychoneuroimmunology, Self-help book, Free self-help book, Anger in the workplace, Emotion and physical health, Managing anger, Anger management therapy, Self-improvement book, keys to happiness, Emotion & learning, Awareness, Anxiety, Staying calm, Tips to help anxiety, Emotional IQ, Dr. John Schinnerer, Business & psych, Managing stress, Guide To Self Beginners Guide To Managing Emotion, Depression, Resiliency, Mindfulness, Hope, Managing Sadness, Anger Management, Emotional management, Managing Anxiety, Positive Psychology | Print | No Comments »

14. September 2010 by John Schinnerer.

John Schinnerer Ph.D.

Guide to Self, Inc.

What are some things that make you happy?

I started a list to share with my clients. This is a list that may be used to distract oneself from negative thoughts and feelings if one so desires. This is only a partial list. It is still in the infancy stage. I would love your input. Please add what makes you happy (or proud, or awestruck, or loved, etc.) below in the comments section.

Positive emotions might include happiness, pride, curiosity, awe, gratitude, hope, compassion, anticipation, interest, curiosity, love, pleasure, satisfaction, contentment or relaxation. Feel free to add any others!

The List of Experiences That Make You Happy

Birth of child

Birth of animal (e.g. puppies, kittens)

Competing in a game (e.g. soccer, tennis, water polo, football, baseball)

Winning a game

Playing the game with honor

Promotion at work

Promotion at school (e.g. higher grade)

Reaching a short-term goal (e.g. saving up $10 for a toy)

Reaching a medium-term goal (e.g. losing 10 pounds)

Reaching a long-term goal (e.g. earning $1 million)

Achieving a milestone (e.g. finishing high school or college)

Taking pride in watching your child attain a significant milestone (e.g. first step, first job, driver’s license, marriage, birth of grandchild)

Watching your child perform a big accomplishment (e.g. great grades, athletic accomplishment, academic degree, important job)

Being thanked by your child for being their parent (any show of gratitude by your child really!)

Observing the degree to which you have grown over the years (e.g. emotionally, mentally, physically, work-related)

Completing a book or manuscript or play

Finishing a work of art (e.g. poem, painting, sculpture, picture, movie)

Being in nature

Being fully in the present moment

Enjoying pleasant memories

Relishing future feats

Coming face-to-face with a non-threatening wild animal (e.g. sea turtle, deer, moose, but NOT a bear!)

Receiving an award or honor
Being in the zone/fully engaged

Being appreciated for your hard work

Being appreciated for your unconditional love

Sexual pleasure

Savoring a delicious meal or drink

Savoring sunsets

Taking in a full moon

Anticipating an upcoming pleasurable event

Exercise

Reuniting with a person you haven’t seen in years

Hugs

Looking forward to your thoughts!

Best,
John Schinnerer, Ph.D.

Founder Guide to Self

Anger management classes now being offered online at http://drjohnsblog.wordpress.com.

Get a free copy of John’s award-winning self-help book (Guide to Self) at www.GuidetoSelf.com!!!

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