11. November 2010 by John Schinnerer.

From Yahoo.com…

CHICAGO (Reuters) – Americans will keep growing fatter until 42 percent of the nation is considered obese, and having fat friends is part of the problem, researchers said on Thursday.

The prediction by a team of researchers at Harvard University contradicts other experts who say the nation’s obesity rate has peaked at 34 percent of the U.S. population.

The finding is from the same group, led by Nicholas Christakis, that reported in 2007 that if someone’s friend becomes obese, that person’s chances of becoming obese increase by more than half.

They now think this same phenomenon is driving the obesity epidemic, which will climb slowly but steadily for the next 40 years.

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Alison Hill, a graduate student at Harvard and the Harvard-Massachusetts Institute of Technology Division of Health Sciences and Technology, said the study is based on the idea that obesity can spread like an infectious disease and people can catch it from their friends.

For the study, she and colleagues applied a mathematical model to four decades of data from the long-running Framingham study — a study of the health and habits of nearly an entire town in Massachusetts.

“We looked at the probability of becoming obese and what that was influenced by,” Hill said in a telephone interview.

“We found there is some baseline risk of becoming obese based on the friends you have,” Hill said.

Hill said that based on their calculations and looking at the influence of social interactions on obesity in the Framingham study, they think the U.S. obesity rates will top out at 42 percent of the population.

Over the long-running study, the rate of weight gain caused by social interaction — a person’s contact with friends who are obese — has grown quite rapidly since 1971, Hill said.

“It looks like obesity is becoming more infectious,” said Hill. The findings are reported in the Public Library of Science journal PLoS Computational Biology.

For the full article, click here.

To life, love and laughter,

 John Schinnerer Ph.D.

Founder Guide to Self, Inc.

Posted in Self-help book, Well-being, San Francisco Bay Area, Free self-help book, Emotion and physical health, Managing weight, Obesity, Eating disorders, Optimal Human Functioning, Danville CA, Guide To Self Beginners Guide To Managing Emotion, Life coach, Dr. John Schinnerer, Depression, Managing Sadness, Awareness, Subconscious mind, Managing stress | Print | No Comments »

10. November 2010 by John Schinnerer.

ScienceDaily (Nov. 6, 2010) — A little self-awareness can help people struggling in the world of relationships, says Jeffrey Hall, assistant professor of communication studies at the University of Kansas.

Hall recently completed a study into styles of flirting among dating adults, surveying more than 5,100 people regarding their methods of communicating romantic interest.

“Knowing something about the way you communicate attraction says something about challenges you might have had in your past dating life,” Hall said. “Hopefully, this awareness can help people avoid those mistakes and succeed in courtship.”

He identified five styles of flirting: physical, traditional, polite, sincere and playful.

• Physical flirting involves the expression of sexual interest in a potential partner. People who scored high in this form of flirting often develop relationships quickly, have more sexual chemistry and have a greater emotional connection to their partners.

• Traditional flirts think men should make the first move and women should not pursue men. Because they adopt a more passive role in dating, women with this style are likely to report trouble getting men’s attention and are less likely to flirt or be flattered by flirting. Traditional men often know a potential partner for a longer time before approaching them. Both genders tend to be introverted and prefer a more intimate dating scene.

• The polite style of flirting focuses on proper manners and nonsexual communication. Although they are less likely to approach a potential partner and do not find flirting flattering, they do tend to have meaningful relationships.

• Sincere flirting is based on creating emotional connections and communicating sincere interest. Although women tend to score higher in this style, it is advocated by both genders. Relationships involve strong emotional connections and sexual chemistry and are typically meaningful.

• People with playful flirting styles often flirt with little interest in a long-term romance. However, they find flirting fun and enhancing to their self-esteem. They are less likely to have important and meaningful relationships.

Hall said that for the most part, there was little difference between genders within each flirting style.

The research results likely will be used by future researchers who study courtship behaviors, Hall said. But he added that such information has overall value to society.

“In some ways, the very early part of developing relationships is important to the success of long-term relationships, including marriages,” he said.

The results of the survey appear in the October issue of the journal Communication Quarterly. Hall co-authored the article with Steve Carter, senior director of research and product development at eHarmony.com; Michael J. Cody, professor in the Annenberg School for Communication at the University of Southern California; and Julie M. Albright, adjunct professor of sociology at USC.

Take the flirting styles survey: http://connect.ku.edu/tests/flirt/

University of Kansas (2010, November 6). Self awareness can help people navigate rocky seas of relationships. ScienceDaily. Retrieved November 7, 2010, from http://www.sciencedaily.com¬ /releases/2010/11/101101082901.htm

To life, love and laughter!

John Schinnerer, Ph.D.

Founder Guide to Self, Inc.

http://www.GuidetoSelf.com

Posted in Men's feelings, Gender differences, Well-being, San Francisco Bay Area, Men and Women, Free self-help book, Flirting behavior, Automatic mind, Emotion and physical health, Optimal Human Functioning, Danville CA, Emotional mind, Guide To Self Beginners Guide To Managing Emotion, Happiness, Dr. John Schinnerer, Subconscious mind, Relationships, Science of love, Curiosity, Hope, Positive Psychology | Print | No Comments »

10. November 2010 by John Schinnerer.

There is a battle going on in your mind. There are two factions in your mind. Sometimes these two get along and sometimes they are in conflict. At times, the two cooperate. At times, they act in direct opposition to one another.

The two factions are your rational, thinking mind and your automatic, emotional, subconscious mind. Here is the latest study to examine the differences between the two sides…

ScienceDaily (Nov. 8, 2010) — Expert typists are able to zoom across the keyboard without ever thinking about which fingers are pressing the keys. New research from Vanderbilt University reveals that this skill is managed by an autopilot, one that is able to catch errors that can fool our conscious brain.

The research was published in the Oct. 29 issue of Science.

“We all know we do some things on autopilot, from walking to doing familiar tasks like making coffee and, in this study, typing. What we don’t know as scientists is how people are able to control their autopilots,” Gordon Logan, Centennial Professor of Psychology and lead author of the new research, said. “The remarkable thing we found is that these processes are disassociated. The hands know when the hands make an error, even when the mind does not.”

For  a free PDF copy of the award-winning book Guide To Self: The Beginner’s Guide to  Managing Emotion and Thought, visit http://www.GuideToSelf.com and enter your name and email address. This book outlines the latest proven tools for optimal human functioning - tools to manage your negative emotions (anger, anxiety, sadness and stress) and turn up the volume on your positive emotions (gratitude, curiosity, awe, love,  joy, pride, hope, happiness and passion). It also helps you become more aware of your automatic mind and the shortcuts it takes without your consent.

To determine the relationship between the autopilot and the conscious brain, or pilot, and the role of each in detecting errors, Logan and co-author Matthew Crump designed a series of experiments to break the normal connection between what we see on the screen and what our fingers feel as they type.

In the first experiment, Logan and Crump had skilled typists type in words that appeared on the screen and then report whether or not they had made any errors. Using a computer program they created, the researchers either randomly inserted errors that the user had not made or corrected errors the user had made. They also timed the typists’ typing speed, looking for the slowdown that is known to occur when one hits the wrong key. They then asked the typists to evaluate their overall performance.

The researchers found the typists generally took the blame for the errors the program had inserted and took the credit for mistakes the computer had corrected. They were fooled by the program. However, their fingers, as managed by the autopilot, were not — the typists slowed down when they actually made an error, as expected, and did not slow down when a false error appeared on the screen.

In two additional experiments, the researchers set out to probe awareness more deeply. In the second experiment, they had the typists immediately judge their performance after typing each word. In the third, they told typists that the computer might insert or correct errors and again asked them to report on their performance.

The typists still took credit for corrected errors and blame for false errors in the second experiment, and still slowed down after real errors but not after false ones. In the third experiment, the typists were fairly accurate in detecting when the computer inserted an error, but still tended to take credit for corrections the computer had made. As with the other two experiments, the typists slowed down after real but not after false errors.

The research is the first to offer evidence of the different and separate roles of conscious and unconscious processing in detecting errors.

“This suggests that error detection can occur on a voluntary and involuntary basis,” Crump, a postdoctoral fellow in psychology, said. “An important feature of our research is to show that people can compensate for their mistakes even when they are not aware of their errors. And, we have developed a new research tool that allows us to separately investigate the role of awareness in error detection, and the role of more automatic processes involved in error detection. The tool will also allow a better understanding of how these different processes work together.”

The research was supported with funding from the National Science Foundation.

1. Gordon D. Logan, and Matthew J. C. Crump. Cognitive Illusions of Authorship Reveal Hierarchical Error Detection in Skilled Typists. Science, 29 October 2010: Vol. 330. no. 6004, pp. 683 - 686 DOI: 10.1126/science.1190483

To life, love and laughter,

John Schinnerer Ph.D.

Founder Guide to Self, Inc.

http://www.GuideToSelf.com

Posted in Unsconscious mind, Optimal Human Functioning, Alamo CA, San Ramon CA, Subliminal messages, Emotion & learning, Danville CA, Emotion & productivity, San Francisco Bay Area, Well-being, Free self-help book, Inspirational stories, Automatic mind, Managing anger, keys to happiness, Self-help book, Self-improvement book, National speakers, Overcoming failure, Guide To Self Beginners Guide To Managing Emotion, Rational mind, Emotional mind, Happiness, Emotional IQ, Managing stress, Dr. John Schinnerer, Emotional management, Managing Anxiety, Hope, Awareness, Curiosity, The human brain, Subconscious mind, Managing Sadness, Consciousness, Positive Psychology | Print | No Comments »

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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24. August 2010 by John Schinnerer.

University of Colorado Denver Business School study shows failure better teacher than success

Knowledge gained from failure lasts longer

DENVER (August 23, 2010) – While success is surely sweeter than failure, it seems failure is a far better teacher, and organizations that fail spectacularly often flourish more in the long run, according to a new study by Vinit Desai, assistant professor of management at the University of Colorado Denver Business School.

Desai’s research, published in the Academy of Management Journal, focused on companies and organizations that launch satellites, rockets and shuttles into space – an arena where failures are high profile and hard to conceal.

Working with Peter Madsen, assistant professor at BYU School of Management, Desai found that organizations not only learned more from failure than success, they retained that knowledge longer.

“We found that the knowledge gained from success was often fleeting while knowledge from failure stuck around for years,” he said. “But there is a tendency in organizations to ignore failure or try not to focus on it. Managers may fire people or turn over the entire workforce while they should be treating the failure as a learning opportunity.”

The researchers said they discovered little “significant organizational learning from success” but added “we do not discount the possibility that it may occur in other settings.”

Desai compared the flights of the space shuttle Atlantis and the Challenger. During the 2002 Atlantis flight, a piece of insulation broke off and damaged the left solid rocket booster but did not impede the mission or the program. There was little follow-up or investigation.

The Challenger was launched next and another piece of insulation broke off. This time the shuttle and its seven-person crew were destroyed.

The disaster prompted the suspension of shuttle flights and led to a major investigation resulting in 29 recommended changes to prevent future calamities.

The difference in response in the two cases, Desai said, came down to this: The Atlantis was considered a success and the Challenger a failure.

“Whenever you have a failure it causes a company to search for solutions and when you search for solutions it puts you as an executive in a different mindset, a more open mindset,” said Desai.

He said the airline industry is one sector of the economy that has learned from failures, at least when it comes to safety.

“Despite crowded skies, airlines are incredibly reliable. The number of failures is miniscule,” he said. “And past research has shown that older airlines, those with more experience in failure, have a lower number of accidents.”

Desai doesn’t recommend seeking out failure in order to learn. Instead, he advised organizations to analyze small failures and near misses to glean useful information rather than wait for major failures.

“The most significant implication of this study…is that organizational leaders should neither ignore failures nor stigmatize those involved with them,” he concluded in the June edition of the Academy of Management Journal, “rather leaders should treat failures as invaluable learning opportunities, encouraging the open sharing of information about them.”

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Located on the University of Colorado Denver’s downtown campus, the Business School is the largest accredited graduate school of business in Colorado with more than 18,000 alumni. It serves more than 1,200 graduate students and 1,400 undergraduate students each year. Students and faculty are involved in solving real-world business problems as they collaborate on more than 100 projects with area businesses every semester through classroom work, guest lectures and research projects.

From EurekAlert!

John Schinnerer, Ph.D.

Founder Guide to Self

Award-winning author, blogger and speaker

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