1 Social and Personality Psychology Compass 4/3 (2010): , /j x A Cognitive Control Perspective of Self-Control Strength and Its Depletion Michael D. Robinson 1 *, Brandon J. Schmeichel 2 and Michael Inzlicht 3 1 North Dakota State University 2 Texas A & M University 3 University of Toronto Scarborough Abstract Self-control strength is a central construct to theories of willpower, optimal functioning, freedom from addiction, and abilities to override problematic social motives and behaviors (e.g., aggression). Understanding the processing basis of self-control strength, and more particularly its depletion, is thus of paramount importance to both basic and applied literatures. Self-control strength, the present review suggests, can be profitably viewed in cognitive control terms, particularly so in relation to operations of a brain-based cognitive control circuit involving the anterior cingulate cortex (linked to monitoring potential or actual unwanted outcomes) and the dorsolateral prefrontal cortex (linked to controlling potential or actual unwanted outcomes). Also, sufficient task motivation is important to operations of this circuit and depletion effects might be understood in terms of such depletion effects on task motivation. Multiple sources of evidence are marshaled in support of this cognitive control perspective of self-control strength. It is concluded that viewing self-control strength in cognitive control terms has considerable merit. Social, cognitive, personality, and clinical sources of data are integrated in the analysis. William James (1890) was among the first psychologists to highlight the importance of self-control to adaptive functioning. Paradoxically, though, he was skeptical of the individual s ability to override problematic behaviors. Indeed, he suggested that habits, once established, are especially difficult to overcome (thus his oft-cited phrase set in plaster to refer to adulthood functioning). Although building on quite different ideas concerning human nature, Freud (1957), Watson (1913), and Skinner (1963) also stressed the habitual, seemingly deterministic nature of social behaviors and responses to incentives (e.g., immediate reward). Cognitive psychology in the 1970s similarly emphasized automatic processes and habits (e.g., Collins & Loftus, 1975), as did social psychology in the 1980s (Higgins & Bargh, 1987) and 1990s (Bargh, 1997). By the 1990s, though, numerous failures of the automaticity theory of cognition had been demonstrated, so much so that the opposite perspective was then emphasized namely, the exquisite capability of individuals to ignore task-irrelevant stimuli, to control their performance in a top-down manner, and to override problematic processing routines or those prone to error (Pashler, 1998). In fact, it was shown that even severe sleep deprivation could be overcome, in relation to very boring vigilance tasks, to the extent that the individual was sufficiently motivated (Sanders, 1998). Motivational factors have also been implicated in other cognitive literatures concerned with understanding performance decrements across time (Ackerman, 1987). Thus, the automaticity of semantic priming effects in cognitive tasks (Collins & Loftus, 1975) formed the basis of a meta-perspective on social judgments and behaviors that emphasized the unawareness and perhaps inescapability of such spreading-activation ª 2010 The Authors
2 190 A Cognitive Control Perspective influences (Bargh & Chartrand, 1999). Conversely, the recent social cognitive emphasis on self-control processes (Baumeister & Vohs, 2004) arguably borrows from prior cognitive research on executive control (Posner & Raichle, 1994) and cognitive control (Rabbitt, 1979) processes. For this reason, there is likely an intimate potential relationship between social and cognitive perspectives of how top-down control operates, an integrative potential that is systematically reviewed in our paper. The Strength-Based Perspective of Self-Control Baumeister, Heatherton, and Tice (1994) first suggested that multiple problematic outcomes of both social and clinical significance among them, addiction, aggression, criminality, overeating, and gambling could be understood in terms of failures of selfcontrol. This review, and other early work in the area, gave rise to a set of interlinked hypotheses. First, the self s ability to control problematic outcomes is not unlimited in nature; rather, it is limited. Second, variations in self-control strength, both across individuals and across social occasions, are critical to understanding whether self-control operations will be successful or unsuccessful. Third, exercising self-control should undermine subsequent efforts after self-control, much as the extensive use of a muscle renders it fatigued (Muraven & Baumeister, 2000). Fourth, if there is a common selfcontrol resource used for multiple purposes (Baumeister et al., 1994), even very different efforts after self-control (e.g., suppressing an emotional expression, then persisting on an unsolvable task) should mutually inhibit each other if the time interval between them is short. In support of such hypotheses, individuals have been randomly assigned to a first task that either should or should not require use of limited-capacity self-control resources (Muraven & Baumeister, 2000). Consistent with predictions, it has been found that depleting self-control by a first task results in lesser self-control in a second, often unrelated task. Impressive generalization has occurred across multiple first tasks (Baumeister, Muraven, & Tice, 2000) and multiple dependent measures, in the latter case including objective measures of intellectual performance (Schmeichel, Vohs, & Baumeister, 2003), abilities to make favorable social impressions (Vohs, Baumeister, & Ciarocco, 2005), and tendencies toward physical aggression (DeWall, Baumeister, Stillman, & Gailliot, 2007). Self-control depletion, in other words, is quite problematic to subsequent functioning (Schmeichel & Baumeister, 2004). Cognitive Control Processes Self-control strength has been conceptualized in terms of momentarily available self-control resources and depletion effects have been similarly conceptualized (Baumeister et al., 2000). Resource-based views of human cognition and behavior have been surprisingly difficult to operationalize and verify, however (Pashler, 1998). We can reiterate here that very extreme manipulations of sleep deprivation and tedium which should deplete selfcontrol to the extreme as well have resulted in surprisingly small performance deficits among task-motivated individuals (Sanders, 1998). In other words, cognitive analyses of resources and their depletion have resulted in somewhat of an explanatory dead end (Navon, 1984). Invoking the idea of resources might or might not be similarly problematic in understanding self-control strength processes and we do consider a recent demonstration that self-control strength covaries with blood glucose levels (Gailliot et al., 2007) in a later section of the paper.
3 A Cognitive Control Perspective 191 Of more importance to our analysis is the potential link of the self-control strength construct to cognitive control processes. Cognitive control processes are typically examined in basic reaction time (RT) tasks, such as the color-word Stroop task (MacLeod, 1991), that require the individual to override a dominant response tendency (e.g., to categorize by the word in question) in favor of a sub-dominant response tendency (e.g., to categorize by the font color in question). The self-control and cognitive control literatures, thus, would seem to overlap considerably in their mutual concern with the person s ability to inhibit dominant responses in a task-defined or otherwise strategic manner (Miller & Cohen, 2001; van Veen & Carter, 2006). Cognitive control processes can be assessed in several manners. In RT tasks, higher levels of cognitive control have been operationalized in terms of lesser interference in Stroop-like tasks (MacLeod, 1991) and in terms of greater tendencies to slow down following erroneous responses (Rabbitt, 1979). In neurocognitive terms, the anterior cingulate cortex (ACC) is involved in monitoring problematic processing and behavioral occurrences (van Veen & Carter, 2006), whereas the dorsolateral prefrontal cortex (dlpfc) is involved in instantiating cognitive control in a goal-directed (rather than habitual) manner (Kerns et al., 2004; Lieberman & Eisenberger, 2005). In neurocognitive terms, we primarily consider results involving an evoked brain-potential component termed the error-related negatively (ERN: Falkenstein, Hoormann, Christ, & Hohnsbein, 2000), whose neural generator is the ACC (van Veen & Carter, 2002). More will be said about these measures of cognitive control, and others, below. A Heuristic Model We do not seek to replace or supplant the strength-based theory of self-control (e.g., Schmeichel & Baumeister, 2004). Rather, we seek to further understand how self-control strength functions from a cognitive control perspective. Accordingly, Figure 1 decomposes self-control strength in terms of three overlapping, but also potentially separable, mechanisms task motivation, task monitoring, and operating processes. Just as there are multiple contributors to cognitive control performance, then, we suggest that there are multiple contributors to understanding the self-control strength construct. Of additional Task motivation Self-control strength Task monitoring Effortful performance Operating processes Figure 1 A Cognitive Control Perspective of Self-Control Strength, Hypothesized Mediators, and Effortful Performance.
4 192 A Cognitive Control Perspective importance, we suggest that self-control is probably not special, but rather borrows from a general-purpose brain-based system related to concern with, monitoring of, and remediation of problematic events and behaviors of multiple types (Miller & Cohen, 2001). Relevant evidence for this idea is reviewed below. An energizer of the cognitive control system is motivation (Sarter, Gehring, & Kozak, 2006). Stated in other terms, if there is low motivation to control a problematic tendency, it is unlikely that the cognitive control system of the prefrontal cortex will be recruited. This in turn would result in suboptimal performance (Lieberman & Eisenberger, 2005). Thus, one major component to self-control strength is likely one s willingness to work hard on a difficult task. There are reasons for thinking that performing one effortful task is likely to undermine one s motivation to work hard on a second effortful task. In other words, depletion effects may be understood in motivational terms. Relevant evidence for this idea is reviewed below. Potentially separable from self-control capacity or even task motivation is what we term task monitoring. To perform non-habitual tasks well, potential or actual mistakes must be recognized. In the absence of recognizing error-proneness, cognitive and behavioral habits would dominate (Lieberman & Eisenberger, 2005). Although many of these habits would generally serve the self, many would not (Bargh & Chartrand, 1999). From this perspective, task monitoring processes are crucial, though not sufficient by themselves (Kerns et al., 2004), for overriding problematic response tendencies. Self-control strength and its depletion may thus be reliant on such monitoring processes, a point substantiated in our review. The success (versus failure) of cognitive control is primarily a result of dlpfc activation (Kerns et al., 2004) and the processes uniquely implemented by this brain structure (Knight & Stuss, 2002). Damage to the dlpfc leads to perseverative tendencies and behaviors, major difficulties in social functioning, and indeed to impaired self- and emotion-control abilities (Saint-Cyr, Bronstein, & Cummings, 2002). Note that these consequences of dlpfc damage are highly consistent with impaired self-control as highlighted by the strength-based theory of self-control (Baumeister et al., 2000). Thus, it is suggested that the recruitment of the dlpfc s resources should play an important role in understanding whether self-control will be instantiated or not (Goldberg, 2001). Finally, the dlpfc is activated in context-specific terms (Miller & Cohen, 2001) and we provide evidence that self-control strength may be similarly characterized. Findings in Support of the Heuristic Model One purpose of the review is to introduce studies involving cognitive control measures and findings that would seem especially germane to understanding how self-control strength works. In addition, a number of social and personality psychologists have adopted and adapted cognitive control methods in understanding the processing basis of self-control strength. Relevant findings of this type are reviewed as well. In sum, there is an emergent potential interface of social and cognitive perspectives on top-down control that we sought to highlight. Self-control strength in terms of task motivation A first important set of studies was reported by Schmeichel (2007). In four studies, he showed that there appears a close connection between self-control depletion effects and cognitive control processes. Manipulations of ego depletion undermined cognitive control
5 A Cognitive Control Perspective 193 performance (e.g., Experiment 1) and the reverse direction of influence was found as well (Experiment 3). Related results have been reported by Schmeichel, Volokhov, and Demaree (2008). These data strongly suggest that basic processes related to cognitive control (e.g., working memory, reliant on the dlpfc: Goldberg, 2001) overlap considerably with those involved in self-control of a more molar social type (e.g., suppressing one s emotional displays). The cognitive control literature has suggested that controlling unwanted outcomes may be more dependent on task motivation than on capacity or strength (Gehring & Knight, 2000; Sarter et al., 2006). Muraven s social psychology research is particularly relevant to this emphasis on task motivation. First, Muraven and Slessareva (2003) showed that apparent depletion effects due to the use of self-control resources could be overcome to the extent that the individual was offered a sufficient incentive for doing so (for a related priming perspective, see Martijn et al., 2007). Second, Muraven, Shmueli, and Burkley (2006) found that self-control depletion effects were highly dependent on whether participants expected a demanding task in the future. Third, consistent with earlier findings reported by Moller, Deci, and Ryan (2006), Muraven, Gagne, and Rosman (2008) found that engaging in self-control for intrinsic, participant-endorsed reasons did not undermine subsequent self-control performance. In sum, there appears to be a close potential link between lower levels of task-motivation and self-control failures. Such motivational factors are further discussed below, particularly so because we believe that they influence the other mechanisms involved in self-control depicted in Figure 1. Self-control strength in terms of task monitoring Personality and clinical investigations have shown that monitoring processes are crucial to effective self-control in general terms (that is, aside from self-control depletion manipulations). Brown and Ryan (2003) found that individual differences in mindfulness, conceptualized in monitoring terms, were associated with numerous beneficial outcomes, including higher levels of subjective well-being, higher levels of autonomous functioning, and lower levels of depression. The latter result is particularly important because numerous studies have now shown that being mindful of present reality (i.e., monitoring it to a greater extent) mitigates even clinical tendencies toward depression (Williams, 2008). More germane to our processing analysis, though, are three recent studies. Compton et al. (2008) found that individuals displaying stronger ERN responses to errors (reflecting error-monitoring processes: Holroyd & Coles, 2002) were better able to control their emotional reactions to stressors in daily life. Compton et al. (2009) replicated this pattern and showed that it was true of both depressed and non-depressed individuals. Hirsh and Inzlicht (in press) extended this link of ERN processes to everyday life outcomes by showing that individuals displaying stronger ERNs had higher GPAs, a classic measure of self-control success (Tangney, Baumeister, & Boone, 2004). At least from an individual differences perspective, then, the monitoring processes linked to the ACC (van Veen & Carter, 2002) appear particularly informative in understanding outcomes typically viewed in strength-related terms (Baumeister et al., 1994). Further studies of this ERN model of self-control can be recommended. Turning to a related issue, Figure 1 suggests that greater task motivation should be associated with greater task monitoring. Studies provide direct support for this idea. When participants are motivated to be accurate, their brains exhibit evidence of increased monitoring for conflict or error (Falkenstein et al., 2000). Conversely, when participants are not personally invested in a task, there appears to be less monitoring of one s potential
6 194 A Cognitive Control Perspective for error (Hajcak, Moser, Yeung, & Simons, 2005). A particularly relevant study was conducted by Inzlicht and Gutsell (2007). They found that a self-control depletion manipulation resulted in a smaller subsequent ERN signal in a basic cognitive task. Conceptually similar results have been reported by others (Inzlicht, McKay, & Aronson, 2006; Richeson & Shelton, 2003). Thus, task monitoring is sensitive to both depletion and motivational influences and may thus be a key component of whether self-control performance will be successful or not. Finally, there is a great deal of convergence on the importance of the ACC (the generator of the ERN: van Veen & Carter, 2002) to monitoring both unwanted cognitive and social outcomes. It is well-established that the ACC responds to error-prone contexts or actual errors (van Veen & Carter, 2006). More recently, it has been shown that the ACC responds to social rejection manipulations (Eisenberger, Lieberman, & Williams, 2003), pain (Rainville, Duncan, Price, Carrier, & Bushnell, 1997), and negative emotional events and experiences (Duncan & Barrett, 2007). Data of this type have led to the idea that the ACC serves a quite general purpose in recognizing problematic occurrences, cognitive as well as social (Lieberman & Eisenberger, 2005). Results of this type are further suggestive that the same ACC-dlPFC circuit is likely to be involved in both cognitive control and self-control (Goldberg, 2001). Self-control strength in terms of operating processes The monitoring processes of the ACC are viewed as perhaps necessary, but not sufficient, for instantiating cognitive control (Lieberman & Eisenberger, 2005). For example, high levels of ACC activity have been observed among individuals (such as those suffering from obsessive-compulsive disorder) who nonetheless exhibit difficulties overriding unwanted behaviors (Gehring & Knight, 2000). Thus, the role of the ACC is conceptualized as a problem-monitor, which in turn recruits the dlpfc to do the actual work of inhibiting problematic response tendencies (Miller & Cohen, 2001). An elegant cognitive control study along these lines was conducted by Kerns et al. (2004). Further, at least two sources of evidence link the dlpfc to outcomes of relevance to understanding self-control strength. The first source establishes quite clearly that damage to the dlpfc results in problems in controlling habitual thoughts, feelings, motivations, and behaviors (Knight & Stuss, 2002). Thus, if there is a brain locus of self-control, it is most clearly dependent on processes instantiated by the dlpfc (Goldberg, 2001). The second source links dlpfc activation (as well as activation in other brain structures not of central interest here) to preferences and choices consistent with favoring long-term rationality over short-term immediate gains (e.g., McClure, Botvinick, Yeung, Greene, & Cohen, 2007). Because self-control processes operate similarly (Baumeister et al., 1994), the results of McClure et al. are highly informative concerning this dlpfc self-control interface. In contrast to the ERN findings reported above, though, there is preciously little social or personality work on dlpfc s probable link to self-control operations. That said, errorcorrection processes in RT (e.g., slowing down following an error) have shown a systematic relationship to dlpfc activation (Kerns, 2006; Kerns et al., 2004). In this cognitive control context, the five studies of Robinson (2007) are informative. He found that individuals who paused following their cognitive errors to a greater extent reported (1) higher levels of life satisfaction, (2) lower levels of depression, (3) were seen to be happier by naïve observers, (4) were better capable of recognizing rewards and punishments in the environment, and (5) exhibited better abilities to inhibit dominant task sets.
7 A Cognitive Control Perspective 195 The utility of this cognitive model of self-control strength was further substantiated in several subsequent investigations. Wilkowski and Robinson (2008a) showed that highly psychopathic individuals slowed down following error feedback to a lesser extent, consistent with clinical theories of psychopathy (Patterson & Newman, 1993). Moeller and Robinson (2009) found that men, relative to women, exhibited this tendency to a lesser extent, consistent with men s greater levels of behavioral impulsivity (e.g., Eagly & Steffen, 1986). Other related findings can be cited as well (Robinson, Ode, Wilkowski, & Amodio, 2007; Robinson, Pearce, Engel, & Wonderlich, 2009). Thus, a cognitive control model of self-control strength appears to have considerable value, primarily so far from an individual differences perspective. Context-specificity in the cognitive control system The strength-based perspective of self-control (Muraven & Baumeister, 2000) posits that a common set of resources are used in relation to multiple self-control efforts. Results are generally compelling in support of this point (Baumeister et al., 2000; Schmeichel & Baumeister, 2004). Yet, Baumeister et al. (1994) also highlighted cases in which self-control failures appeared particular to a given class of temptations (e.g., alcohol, gambling, or procrastination). Thus, self-control could operate in both general and context-specific terms. From a cognitive control perspective, in fact, specificity of the latter type should be expected. For the ACC to serve as an effective alarm system (Lieberman & Eisenberger, 2005), it should remain quiescent much of the time. Otherwise, it would lose its value, much like in the boy who cried wolf parable. Similarly, the dlpfc s activity shows exquisite sensitivity to the contexts in which it is needed (Lieberman & Eisenberger, 2005). It follows that there should be self-control benefits to recruiting cognitive control wisely i.e., in particular situations in which not doing so could be problematic. Recent studies have supported such ideas. In an interesting analysis of self-control, Kuhl (2000) proposed two distinct responses to stress, one state-oriented in nature and the other action-oriented in nature. The state orientation is marked by ruminating on stress, higher levels of self-consciousness, and emotion-focused coping. The action orientation is marked by efforts to meet threats or challenges by action, lower levels of self-consciousness, and problem-focused coping. In an impressive program of research, Jostmann and Koole (2006, 2007) have found that action-oriented individuals are not higher in their self-control or cognitive control capacities in the absence of stressors. However, in the presence of stressors, it appears that action-oriented individuals recruit cognitive control, whereas state-oriented individuals do not. It is intuitive that this differential pattern may well be key to understanding the maladaptive responses to stress exhibited by state-oriented individuals. Self-control issues figure prominently in anger and aggression. A recent body of work has provided significant insights into the cognitive control processes involved. Traditional theories of aggression contend that individuals are pawns of their activated hostile thoughts. For example, it is well-established that incidental priming procedures of a hostility-related type (e.g., hostile media exposure) result in higher levels of subsequently reported anger, exhibited aggression, pro-violence attitudes., and so on (Anderson et al., 2003). However, such priming effects, though significant, are small to moderate in magnitude (Bushman & Anderson, 2001). This fact has given rise to a recent body of findings indicating that some individuals automatically self-regulate such thoughts and their influence. For example, Mauss, Evers, Wilhelm, and Gross (2005) found that individuals favoring the emotion-regulation of anger, in a modified implicit association task
8 196 A Cognitive Control Perspective (Greenwald, McGhee, & Schwartz, 1998), were in fact less reactive to hostility-related inductions, most impressively in physiological terms. An implicit cognitive perspective on individual differences in anger and aggression has also been pursued by the first author s graduate students. Meier and Robinson (2004) found that aggressive and non-aggressive individuals had equally accessible hostile thoughts, but that non-aggressive individuals were less influenced by such thoughts. This set of facts gave rise to research showing that non-aggressive individuals self-regulate their activated hostile thoughts, but do so in implicit processing rather than effortful terms (Meier, Robinson, & Wilkowski, 2006; Wilkowski, Robinson, & Meier, 2006). We subsequently showed that non-aggressive individuals differentially recruit cognitive control (as measured by tasks such as the Stroop task), but only in the specific context of hostile thought activation (Wilkowski & Robinson, 2008b; Wilkowski, Robinson, & Troop-Gordon, 2009). Finally, a recent study found that is possible to train all individuals to self-control their hostile thoughts, implicitly so, with a consequent reduction in physical aggression (Meier, Wilkowski, & Robinson, 2008). In their introduction to the Handbook of Self-Regulation, Baumeister and Vohs (2004) contrasted effortful theories of self-control with more recent sources of data suggesting that self-control may not always operate in such an effortful manner. Since then, support for the idea of automatic self-control processes has systematically accumulated (Ferguson, Hassin, & Bargh, 2008). We suggest that a cognitive control perspective of self-control has considerable merit in this context. A key consideration likely involves a monitoring mechanism implicitly tuned to potentially problematic situations or behaviors, whether cognitive or social. Additional considerations In positing an entity such as self-control strength, it would be useful to measure it independent of the phenomena the construct is meant to explain (e.g., depletion effects). An important set of studies along these lines was recently conducted by Gailliot et al. (2007). In these studies, it was shown that acts of self-control reduce glucose levels and that the ingestion of glucose mitigates self-control depletion effects. It is probable that glucose levels influence the processes highlighted here, particularly task motivation (Thayer, 2001). Thus, the findings of Gailliot and colleagues are potentially amenable to present analysis. We admit that this suggestion is speculative at the present time. In any case, we will be interested in further developments of this glucose model of self-control strength. Even more recently, the importance of motivation to self-control depletion effects has been highlighted in a review by Baumeister and Vohs (2007). The present review can be viewed in terms of furthering this suggestion of the importance of motivational factors. What the cognitive control literature has tended to emphasize is motivation to perform a task well (e.g., Falkenstein et al., 2000). What Baumeister and Vohs additionally suggested was that people are motivated to preserve their self-control resources for possible future use. Thus, there may be an inverse relation between task motivation and motivation to preserve one s self-control resources. The strength-based view of self-control (e.g., Muraven & Baumeister, 2000) emphasizes capacity considerations, perhaps irrespective of motivational factors. The motivational override posited by Baumeister and Vohs (2007), instead, emphasizes processes that we suggest are not capacity-based, an important limitation to the strength-based model in
9 A Cognitive Control Perspective 197 our view. A further question should be considered namely, whether self-control strength can be viewed in motivational rather than capacity-related terms, a possibility hinted at by some sources of data (Moller et al., 2006; Muraven & Slessareva, 2003). Regardless, further work concerned with this motivational-capacity interface seems desirable in better understanding it. Conclusions The initial literature review of self-control by Baumeister et al. (1994) can be credited multiple times over. The executive capacities of the self had been neglected, a clear and important theory was offered, relevant findings were subsequently amassed (Baumeister et al., 2000; Muraven & Baumeister, 2000; Schmeichel & Baumeister, 2004), and new directions of self-control research were charted. The present authors were inspired by Baumeister et al. s theory in multiple ways, probably too numerous to mention. The present analysis of self-control strength and its depletion contends that there is value to understanding self-control strength from a cognitive control perspective, particularly in relation to task motivation, task monitoring, operating processes, and context-specific recruitment. There is value to other perspectives of self-control as well, such as those based on construal-level theories (Fujita & Han, 2009). In any case, it is clear that the self-control strength construct has invigorated an exciting and vital literature tackling key questions concerning optimal and suboptimal human functioning. Short Biographies Michael Robinson s research is located at the interface of personality, social, cognitive, and emotion-related areas of study. He has published numerous articles in recent years, received several research awards, and is an associate editor for Journal of Personality and Social Psychology and Cognition and Emotion. Before coming to North Dakota State University, where he presently teaches, he received his BA from the University of California, Santa Cruz, his PhD from the University of California, Davis, and completed post-doctoral training in emotion at the University of Wisconsin and the University of Illinois, Champaign. More information can be found at: robinson/. Brandon Schmeichel is an Assistant Professor in the Department of Psychology at Texas A&M University. He received his PhD in social psychology from Florida State University in Schmeichel has authored over 20 professional publications on the topics of self-control, working memory capacity, and the drive some people have for more and higher self-esteem. He enjoys playing rock and roll on his guitar and hanging out with his family in his free time. Michael Inzlicht is an Assistant Professor of Psychology at the University of Toronto Scarborough and the director of the Toronto Laboratory for Social Neuroscience. He conducts research that sits at the boundaries of social psychology, neuroscience, and education and has published papers on the topics of stigma, self-regulation, and religion. He completed his BSc in Anatomical Sciences at McGill University, his MSc and PhD in Experimental Psychology at Brown University, and his post-doctoral fellowship in Applied Psychology at New York University. He is the 2006 winner of the Louise Kidder Early Career Award (APA Div 9). More information can be found at:
10 198 A Cognitive Control Perspective Endnote * Correspondence address: Michael Robinson, Psychology (NDSU Department 2765), PO Box 6050, Fargo, ND , USA. References Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz, D., et al. (2003). The influence of media violence on youth. Psychological Science in the Public Interest, 4, Bargh, J. A. (1997). The automaticity of everyday life. In R. S. Wyer (Ed.), Advances in Social Cognition (Vol. 10, pp. 1-61). New York: Lawrence Erlbaum Associates. Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing Control: How and Why People Fail at Self-Regulation. San Diego, CA: Academic Press. Baumeister, R. F., Muraven, M., & Tice, D. M. (2000). Ego depletion: A resource model of volition, self-regulation, and controlled processing. Social Cognition, 18, Baumeister, R. F., & Vohs, K. D. (2004). Handbook of Self-Regulation: Research, Theory, and Applications. New York: Guilford Press. Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1, Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, Bushman, B. J., & Anderson, C. A. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, Compton, R. J., Arnstein, D., Freedman, G., Dainer-Best, J., Liss, A., & Robinson, M. D. (2009). Post-error slowing and neural markers of error detection predict daily coping with stress. Manuscript submitted for publication. Compton, R. J., Robinson, M. D., Ode, S., Quandt, L. C., Fineman, S. L., & Carp, J. (2008). Error-monitoring ability predicts daily stress regulation. Psychological Science, 19, DeWall, C. N., Baumeister, R. F., Stillman, T. F., & Gailliot, M. T. (2007). Violence restrained: Effects of selfregulation and its depletion on aggression. Journal of Experimental Social Psychology, 43, Duncan, S., & Barrett, L. F. (2007). Affect is a form of cognition: A neurobiological analysis. Cognition and Emotion, 21, Eagly, A. H., & Steffen, V. J. (1986). Gender and aggressive behavior: A meta-analytic review of the social psychological literature. Psychological Bulletin, 100, Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fmri study of social exclusion. Science, 302, Falkenstein, M., Hoormann, J., Christ, S., & Hohnsbein, J. (2000). ERP components on reaction errors and their functional significance: A tutorial. Biological Psychology, 51, Ferguson, M. J., Hassin, R., & Bargh, J. A. (2008). Implicit motivation: Past, present, and future. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of Motivation Science (pp ). New York: Guilford Press. Freud, S. (1957). The unconscious. In J. Strachey (Ed. and Trans.), The Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 14, pp ). London: Hogarth Press. (original work published 1915) Fujita, K., & Han, H. A. (2009). Moving beyond deliberative control of impulses: The effect of construal levels on evaluative associations in self-control conflicts. Psychological Science, 20, Gailliot, M. T., Baumeister, R. F., DeWall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., et al. (2007). Self-control relies on glucose as a limited energy source: Willpower is more than a metaphor. Journal of Personality and Social Psychology, 92, Gehring, W. J., & Knight, R. T. (2000). Prefrontal-cingulate interactions in action monitoring. Nature Neuroscience, 3, Goldberg, E. (2001). The Executive Brain: Frontal Lobes and the Civilized Mind. New York: Oxford University Press. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74, Hajcak, G., Moser, J. S., Yeung, N., & Simons, R. F. (2005). On the ERN and the significance of errors. Psychophysiology, 42, Higgins, E. T., & Bargh, J. A. (1987). Social cognition and social perception. Annual Review of Psychology, 38,
11 A Cognitive Control Perspective 199 Hirsh, J. B., & Inzlicht, M. (in press). Error-related negativity predicts academic performance. Psychophysiology, 46, 1 5. Holroyd, C. B., & Coles, M. G. H. (2002). The neural basis of human error processing: Reinforcement learning, dopamine, and the error-related negativity. Psychological Review, 109, Inzlicht, M., & Gutsell, J. N. (2007). Running on empty: Neural signals for self-control failure. Psychological Science, 18, Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17, James, W. (1890). The Principles of Psychology. New York: Henry Holt and Company. Jostmann, N. B., & Koole, S. L. (2006). On the waxing and waning of working memory: Action orientation moderates the impact of demanding relationship primes on working memory capacity. Personality and Social Psychology Bulletin, 32, Jostmann, N. B., & Koole, S. L. (2007). On the self-regulation of cognitive control: Action orientation moderates the impact of high demands in Stroop interference tasks. Journal of Experimental Psychology: General, 136, Kerns, J. G. (2006). Anterior cingulate and prefrontal cortex activity in an fmri study of trial-to-trial adjustments on the Simon task. Neuroimage, 33, Kerns, J. G., Cohen, J. D., MacDonald, A. W., Cho, R. Y., Stenger, V. A., & Carter, C. S. (2004). Anterior cingulate conflict monitoring and adjustments in control. Science, 303, Knight, R. T., & Stuss, D. T. (2002). Prefrontal cortex: The present and the future. In D. T. Stuss & R. T. Knight (Eds.), Principles of Frontal Lobe Function (pp ). New York: Oxford University Press. Kuhl, J. (2000). A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp ). San Diego, CA: Academic Press. Lieberman, M. D., & Eisenberger, N. I. (2005). Conflict and habit: A social cognitive neuroscience approach to the self. In A. Tesser, J. V. Wood & D. A. Stapel (Eds.), On Building, Defending and Regulating the Self: A Psychological Perspective (pp ). New York: Psychology Press. MacLeod, C. M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109, Martijn, C., Alberts, H., Merckelbach, H., Havermans, R., Huijts, A., & De Vries, N. K. (2007). Overcoming ego-depletion: The influence of exemplar priming on self-control performance. European Journal of Social Psychology, 37, Mauss, I. B., Evers, C., Wilhelm, F. H., & Gross, J. J. (2005). How to bite your tongue without blowing your top: Implicit evaluation of emotion regulation predicts affective responding to anger provocation. Personality and Social Psychology Bulletin, 32, McClure, S. M., Botvinick, M. M., Yeung, N., Greene, J. D., & Cohen, J. D. (2007). Conflict monitoring in cognition-emotion interactions. In J. J. Gross (Ed.), Handbook of Emotion Regulation (pp ). New York: Guilford Press. Meier, B. P., & Robinson, M. D. (2004). Does quick to blame mean quick to anger?: The role of agreeableness in dissociating blame and anger. Personality and Social Psychology Bulletin, 30, Meier, B. P., Robinson, M. D., & Wilkowski, B. M. (2006). Turning the other cheek: Agreeableness and the regulation of aggression-related primes. Psychological Science, 17, Meier, B. P., Wilkowski, B. M., & Robinson, M. D. (2008). Bringing out the agreeableness in everyone: Using a cognitive self-regulation model to reduce aggression. Journal of Experimental Social Psychology, 44, Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, Moeller, S. K., & Robinson, M. D. (in press). Sex differences in implicit punishment sensitivity: Evidence from two cognitive paradigms. Personality and Individual Differences. Moller, A. C., Deci, E. L., & Ryan, R. M. (2006). Choice and ego-depletion: The moderating role of autonomy. Personality and Social Psychology Bulletin, 32, Muraven, M., & Baumeister, R. F. (2000). Self-regulation and depletion of limited resources: Does self-control resemble a muscle? Psychological Bulletin, 126, Muraven, M., Gagne, M., & Rosman, H. (2008). Helpful self-control: Autonomy support, vitality, and depletion. Journal of Experimental Social Psychology, 44, Muraven, M., Shmueli, D., & Burkley, E. (2006). Conserving self-control strength. Journal of Personality and Social Psychology, 91, Muraven, M., & Slessareva, E. (2003). Mechanisms of self-control failure: Motivation and limited resources. Personality and Social Psychology Bulletin, 29, Navon, D. (1984). Resources a theoretical soup stone? Psychological Review, 91, Pashler, H. (1998). Attention. Hove, England: Psychology Press. Patterson, C. M., & Newman, J. P. (1993). Reflectivity and learning from aversive events: Toward a psychological mechanism for the syndromes of disinhibition. Psychological Review, 100,
12 200 A Cognitive Control Perspective Posner, M. I., & Raichle, M. E. (1994). Images of Mind. New York: Scientific American Books. Rabbitt, P. (1979). How old and young subjects monitor and control responses for accuracy and speed. British Journal of Psychology, 70, Rainville, P., Duncan, G. H., Price, D. D., Carrier, B., & Bushnell, M. C. (1997). Pain affect encoded in human anterior cingulate but not somatosensory cortex. Science, 277, Richeson, J. A., & Shelton, J. N. (2003). When prejudice does not pay: Effects of interracial contact on executive function. Psychological Science, 14, Robinson, M. D. (2007). Gassing, braking, and self-regulating: Error self-regulation, well-being, and goal-related processes. Journal of Experimental Social Psychology, 43, Robinson, M. D., Ode, S., Wilkowski, B. M., & Amodio, D. M. (2007). Neurotic contentment: A self-regulation view of neuroticism-linked distress. Emotion, 7, Robinson, M. D., Pearce, E. A., Engel, S. G., & Wonderlich, S. A. (2009). Cognitive control moderates relations between impulsivity and bulimic symptoms. Cognitive Therapy and Research, 33, Saint-Cyr, J. A., Bronstein, Y. L., & Cummings, J. L. (2002). Neurobehavioral consequences of neurosurgical treatments and focal lesions of frontal-subcortical circuits. In D. T. Stuss & R. T. Knight (Eds.), Principles of Frontal Lobe Function (pp ). New York: Oxford University Press. Sanders, A. F. (1998). Elements of Human Performance: Reaction Processes and Attention in Human Skill. Mahwah, NJ: Lawrence Erlbaum Associates. Sarter, M., Gehring, W. J., & Kozak, R. (2006). More attention must be paid: The neurobiology of attentional effort. Brain Research Reviews, 51, Schmeichel, B. J. (2007). Attention control, memory updating, and emotion regulation temporarily reduce the capacity for executive control. Journal of Experimental Psychology: General, 136, Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of Self-Regulation: Research, Theory, and Applications (pp ). New York: Guilford Press. Schmeichel, B. J., Vohs, K. D., & Baumeister, R. F. (2003). Intellectual performance and ego depletion: Role of the self in logical reasoning and other information processing. Journal of Personality and Social Psychology, 85, Schmeichel, B. J., Volokhov, R. N., & Demaree, H. A. (2008). Working memory capacity and the self-regulation of emotional expression and experience. Journal of Personality and Social Psychology, 95, Skinner, B. F. (1963). Behaviorism at fifty. Science, 140, Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, Thayer, R. E. (2001). Calm Energy. New York: Oxford University Press. van Veen, V., & Carter, C. S. (2002). The anterior cingulate as a conflict monitor: fmri and ERP studies. Physiology and Behavior, 77, van Veen, V., & Carter, C. S. (2006). Conflict and cognitive control in the brain. Current Directions in Psychological Science, 15, Vohs, K. D., Baumeister, R. F., & Ciarocco, N. J. (2005). Self-presentation: Regulatory resource depletion impairs impression management and effortful self-presentation depletes regulatory resources. Journal of Personality and Social Psychology, 88, Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, Wilkowski, B. M., & Robinson, M. D. (2008a). Putting the brakes on antisocial behavior: Secondary psychopathy and post-error adjustments in reaction time. Personality and Individual Differences, 44, Wilkowski, B. M., & Robinson, M. D. (2008b). Guarding against hostile thoughts: Trait anger and the recruitment of cognitive control. Emotion, 8, Wilkowski, B. M., Robinson, M. D., & Meier, B. M. (2006). Agreeableness and the prolonged spatial processing of antisocial and prosocial information. Journal of Research in Personality, 40, Wilkowski, B. M., Robinson, M. D., & Troop-Gordon, W. (2009). How does cognitive control reduce anger and aggression?: The role of forgiveness processes. Manuscript submitted for publication. Williams, J. M. G. (2008). Mindfulness, depression and modes of mind. Cognitive Therapy and Research, 32,
Is Willpower a Limited Resource? Is Willpower a Limited Resource? Although Mischel s hot-cool framework may explain our ability to delay gratification, another theory known as willpower depletion has emerged
CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE The Strength Model of Self-Control Roy F. Baumeister, 1 Kathleen D. Vohs, 2 and Dianne M. Tice 1 1 Florida State University and 2 University of Minnesota ABSTRACT
Masicampo C.V. 1/6 E. J. Masicampo 805.637.3427 phone Wake Forest University 336.758.4733 fax 415 Greene Hall email@example.com P.O. Box 7778 Reynolda Station Winston-Salem, NC 27109 Website: http://www.wfu.edu/~masicaej/
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 340 SOCIAL PSYCHOLOGY Prepared By: Desireé LeBoeuf-Davis, PhD SCHOOL OF BUSINESS AND LIBERAL ARTS SOCIAL SCIENCES
Paper published in European Journal of Social Psychology Bruyneel, S.D., & Dewitte, S. (2012). Engaging in self-regulation results in low-level construals. European Journal of Social Psychology, 42, 763-769.
An Overview of Psychological Theories of Crime Causation Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar The Psychology of Crime Psychologically-based criminologists explain criminal
CURRICULUM VITAE ERIN A HEEREY School of Psychology Telephone: +44 (0) 1248 38 8804 Bangor University Fax: +44 (0) 1248 38 2599 Brigantia Building Email: firstname.lastname@example.org Gwynedd LL57 2AS UK EDUCATION
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 308 PERSONALITY & INDIVIDUAL DIFFERENCES Prepared By: Desireé LeBoeuf-Davis, PhD SCHOOL OF BUSINESS AND LIBERAL ARTS
Running Head: PSYCHOLOGY 1 Types of Psychology Alex Thompson Psychology Class Professor Phelps March 4, 2014 PSYCHOLOGY 2 Types of Psychology Developmental psychology Developmental psychology entails the
ADOLESCENT BRAIN DEVELOPMENT: IMPLICATIONS FOR DRUG USE PREVENTION Jessie Breyer, B.A. & Ken C. Winters, Ph.D. Center for Substance Abuse Research Department of Psychiatry, University of Minnesota & Mentor
Lecture 7 Methods of Scientific Observation and Analysis in Behavioral Psychology and Neuropsychology 1.Obtaining Knowledge 1. Correlation 2. Causation 2.Hypothesis Generation & Measures 3.Looking into
APA National Standards for High School Psychology Curricula http://www.apa.org/ed/natlstandards.html I. METHODS DOMAIN Standard Area IA: Introduction and Research Methods CONTENT STANDARD IA-1: Contemporary
126 17 Journal of the Indian Academy of Applied Psychology, April 2008, Vol. 34, Special Issue, 126-131. Self-Regulated Behaviour at Work S. Kadhiravan and V. Suresh Annamalai University, Annamalainagar
PYSCHOPATHY AND ANTISOCIAL PERSONALITY DISORDER Lisann Nolte & Justine Paeschen PSYCHOPATHY THE PSYCHOPATH TEST http://www.youtube.com/watch?v=e_va2tl6czwth E PSYCHOPATH TEST - are you a psychopath? PSYCHOPATHY
High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience
Undergraduate Curriculum Psychology Major : (1) Total credits: - Multiple majors: minimum of 6 credits - Single major: minimum of 48 credits - Teacher training program: minimum of 50 credits (2) Required
B. Keith Payne 1 BRIAN KEITH PAYNE Curriculum Vitae Office Address University of North Carolina Department of Psychology Davie Hall CB#3270 Chapel Hill, NC 27599 E-mail: email@example.com Office Phone: (919)
AP Psychology: Syllabus 2 Scoring Components SC1 The course provides instruction in history and approaches. 5 SC2 The course provides instruction in research methods used in psychological science, practice
College of Idaho 2112 Cleveland Ave. Caldwell, ID83605 Lauren E. Brewer Email: firstname.lastname@example.org Website: www.laurenebrewer.com EDUCATION Ph.D., Social Psychology, Florida State University, Summer
PSYCH 33 Psychology of Personal and Social Adjustment Spring 2010 Section: 66302 Date/Time: TTh 12:40 2:00 pm Room: 1091 Instructor: Jan Tice email: email@example.com Phone: 427-0469 Office: 11-12:30
BARBARA J. LEHMAN Department of Psychology Western Washington University 516 High Street, MS 9089 Bellingham, WA 98225 firstname.lastname@example.org Department of Human and Community Development 1363 Hart Hall
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the
41140_CH03_Pass2.qxd 8/9/07 12:21 PM Page 45 Jones and Bartlett Publishers. NOT FOR SALE OR DISTRIBUTION The Goal of Correctional Counseling 3 The goal of correctional counseling is usually based on two
Addiction: Learned Behaviour or a Disease? 1 Addiction: Learned Behaviour or a Disease? By Ben Moller Over the last two hundred years or so, medical doctors, addiction counsellors, psychiatrists, psychologists
CURRICULUM VITAE CATALINA E. KOPETZ October 2014 PERSONAL DATA Position Assistant Professor Department of Psychology Wayne State University EDUCATION Ph.D. in Social Psychology, University of Maryland,
Behavior Management Research Project: The Cognitive-Behavioral Model By Rachida Wale Everyone experiences temporary mental lapses resulting in negative emotions, anxiety, depression, or unreasonable thinking.
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
Psychology - pathways & 1000 Level modules School of Psychology Head of School Degree Programmes Single Honours Degree: Joint Honours Degrees: Dr V. J. Brown Psychology Neuroscience (see Biomedical Sciences)
AMPHETAMINE AND COCAINE MECHANISMS AND HAZARDS BARRY J. EVERITT Department of Experimental Psychology, University of Cambridge Stimulant drugs, such as cocaine and amphetamine, interact directly with dopamine
Relationship Intervention with Traumatized Infants, Young Children, and their Caregivers Julie A. Larrieu, Ph.D. Institute of Infant and Early Childhood Mental Health Tulane University School of Medicine
Colorado State University 1 Department of Psychology Office in Behavioral Sciences Building, Room 201 (970) 491-3799 colostate.edu/depts/psychology (http://www.colostate.edu/depts/ Psychology) Professor
CONTACT INFORMATION CURRICULUM VITAE Meara M. Habashi Department of Psychological and Brain Sciences Phone: (319) 335-2473 University of Iowa Email: email@example.com 11 Seashore Hall E http://habashi.socialpsychology.org/
Not All That Swings Is Bipolar: Diagnosis and Treatment of Borderline Personality Disorder Michael D. Jibson, MD, PhD Professor of Psychiatry University of Michigan Disclosure In the past 12 months I have
THE PROPAGATION OF SELF-CONTROL 1 The Propagation of Self-Control: Self-Control in One Domain Simultaneously Improves Self-Control in Other Domains Manuscript accepted for publication at the Journal of
A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.
School of Psychology Important Degree Information: B.Sc./M.A. Honours The general requirements are 480 credits over a period of normally 4 years (and not more than 5 years) or part-time equivalent; the
Psychological Bulletin 2010 American Psychological Association 2010, Vol. 136, No. 4, 495 525 0033-2909/10/$12.00 DOI: 10.1037/a0019486 Ego Depletion and the Strength Model of Self-Control: A Meta-Analysis
A. Introducing Social Psychology Introduction Some classical studies Muzafer Sherif s studies were called the Robber Cave studies and they greatly added to the discussion of prejudice. They gave new insight
Student 4M 1 Student 4M ENGL 1007.001 Mr. McCarty February 12, 2014 Cures for Everything With all the new technology that we have come across in these past years has there been a discovery to cure borderline
Chapter 13 Prejudice: Causes and Cures Prejudice Prejudice is ubiquitous; it affects all of us -- majority group members as well as minority group members. Prejudice Prejudice is dangerous, fostering negative
Chapter Fourteen Emotion, Reward, Aggression, and Stress EMOTIONS! Emotions generally include a Physical component, and a Subjective component or quality, and a Valence Emotions a product of Evolution?
SOCIAL PSYCHOLOGICAL FOUNDATIONS OF CLINICAL PSYCHOLOGY: BASIC PRINCIPLES & APPLICATIONS JAMES E. MADDUX DEPARTMENT OF PSYCHOLOGY and CENTER FOR THE ADVANCEMENT OF WELL-BEING GEORGE MASON UNIVERSITY FAIRFAX,
Levi R. Baker Department of Psychology University of North Carolina at Greensboro Greensboro, North Carolina, 27412 Mobile: 865.202.3993 Email: firstname.lastname@example.org Web: www.levirbaker.com Education: Ph.D.
Attachment Theory: Understanding and Applying Attachment Style in Addiction Counseling Denise Kagan, PhD Pavillon Psychologist Attachment Theory Mentalization and Attachment Studies Neurobiology of Attachment
[ INDIAN SCHOOL MUSCAT Worksheet: 1 Chapter Name: Intelligence and Aptitude Name of Student : Class : 1. Explain the concept is Assessment? 2. What is Intelligence is according to Oxford dictionary? 3.
DRAFT TJ PROGRAM OF STUDIES: AP PSYCHOLOGY COURSE DESCRIPTION AP Psychology engages students in a rigorous appraisal of many facets of our current understanding of psychology. The course is based on the
A Correlation of Prentice Hall Psychology Minter/Elmhorst 2012 To the Social Studies High School Psychology A Correlation of, to the for Social Studies Social Studies Students will: 1. Trace the development
SPIRITUALITY S ROLE IN ADDICTION RECOVERY DEFINITION OF DISEASE AMERICAN SOCIETY ADDICTION MEDICINE-ADDICTION IS A PRIMARY, CHRONIC DISEASE OF THE BRAIN REWARD, MEMORY, MOTIVATION AND RELATED CIRCUITS.
Cognitive Behavioral Therapy Part 1 An Overview Cognitive Behavioral Therapy (CBT) is a general classification of psycho therapy, based on social learning theory, which emphasizes how our thinking interacts
Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug
Vol.4, No.1. April 2014 pp. 17 21. Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children
BEHAVIORAL THERAPY Psychology 460 Counseling and Interviewing Sheila K. Grant, Ph.D. 1 Behavior (Chapter 9) A set of clinical procedures relying on experimental findings of psychological research Based
Mount Mercy University 1 Psychology The psychology major presents a scientific approach to the study of individual behavior and experience. The goal of the major is to provide an empirical and theoretical
Article Borderline Personality Disorder, Impulsivity, and the Orbitofrontal Cortex Heather A. Berlin, D.Phil., M.P.H. Edmund T. Rolls, D.Phil., D.Sc. Susan D. Iversen, Ph.D., Sc.D. Objective: Orbitofrontal
Neuroscience & Self-Coaching Margaret Moore, MBA Co-Director Institute of Coaching McLean Hospital, an affiliate of Harvard Medical School Organize Your Mind CEO Wellcoaches Corporation 1 Agenda Epidemic
Executive functions: Stuss model The model refers to frontal lobe functioning rather than executive functions; apologies to Don for interchanging the terms. Four functional domains Action regulation Executive
MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY COURSE TITLE: AP PSYCHOLOGY COURSE NUMBER: 3774 DEPARTMENT: History/Social Science GRADE LEVEL(s): 11 and/ or 12 CREDITS PER SEMESTER: 5 LENGTH OF COURSE:
PSYCHOLOGY Professor McKenna Associate Professors Maxwell (chair) and Templeton Assistant Professors Bruininks and Peszka MAJOR A total of 10 courses distributed as follows: PSYC 290 Statistics PSYC 295
Personality: Lecture 9 The existentialist/phenomenological perspective: Towards a focus on personal narrative and well-being Overview This lecture aims to supplement the relevant text readings by: 1. Reviewing
FINAL YEAR MODULE OPTIONS FOR 2015/2016 Dear Students FINAL YEAR MODULE OPTIONS 2015-16 Now that you have had the briefing session, here are the guidelines to assist you with choosing your final year modules.
Reference document Alcohol addiction Table of content Introduction 2 Definition 2 Signs and symptoms 3 Intervening with an employee 4 Available treatments and resources 5 Conclusion 5 Reference document
What is? The science of behavior and the mind behavior - observable actions of a person or animal mind - thoughts, feelings, sensations, perceptions, memories, dreams, motives and other subjective experiences
When does Good Envy turn into Bad Envy? The Relationship between Benign and M alicious Envy Abstract Previous research has distinguished between forms of envious reactions - malicious envy that is characterized
Using assessments in the employee cycle One of the questions we are often asked is how we know how well a candidate will fit into an organisation, and, secondly, how can we support their development? Of
September 10, 2010 at 12:58 PM Brown & Marshall (2006, Kernis).doc page 1 of 6 The Three Faces of Self-Esteem Jonathon D. Brown University of Washington and Margaret A. Marshall Seattle Pacific University
233 Psychology Mission The mission of the psychology department is to assist students in the development of lifelong professional, spiritual, scholarly and scientific talents. Talents in psychology involve
Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational
Psychology (PSYC) Department of Psychology Faculty of Arts and Social Sciences PSYC 1001 [0.5 credit] Introduction to Psychology I A survey of topics associated with psychology's role as a natural science,
ELEMENTARY PARENT GUIDE TO ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Chesterfield County Public Schools Overview of ADHD Attention Deficit Hyperactivity Disorder is characterized by poor attention,
ACC School of Counselling & Psychology Pte Ltd www.acc.edu.sg Tel: (65) 6339-5411 9 Penang Road #13-22 Park Mall SC Singapore 238459 1) Introduction to the programme ADVANCED DIPLOMA IN COUNSELLING AND
1 Chapter in Review 1. Learning is difficult to define, but most psychologists would agree that: In learning the organism acquires some new knowledge or behavior as a result of experience; learning can
switching seats in the classroom stealing money Take Action Against Bullying spreading rumors pushing & tripping U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration
Substance-Related Disorders DSM-V Many people use words like alcoholism, drug dependence and addiction as general descriptive terms without a clear understanding of their meaning. What does it really mean
, pp.26-30 http://dx.doi.org/10.14257/astl.2014.65.07 A Study on Color Art Therapy based Serious Games ChoungHun Lee, ChangYong Jung,WonHyung Lee 1 The graduate school of Advanded Imaging Science, Multimedia
PSYCHOLOGICAL SCIENCE Research Article You Wear Me Out The Vicarious Depletion of Self-Control Joshua M. Ackerman, 1 Noah J. Goldstein, 2 Jenessa R. Shapiro, 2 and John A. Bargh 1 1 Yale University and
Spotlight on Depiction of Health and Social Issues Table of Contents Section I: Table of Contents Section I: Chapter 1: Alcohol and the Brain Depiction Suggestions........................................................1.1
Journal of Educational and Developmental Psychology; Vol. 5, No. 2; 2015 ISSN 1927-0526 E-ISSN 1927-0534 Published by Canadian Center of Science and Education Positive Thinking Impairs Subsequent Self-Regulation:
Singapore Kids and Video games: Findings of a 3-year longitudinal study Dr Angeline Khoo Associate Professor Psychological Studies, National Institute of Education Definition of Pathological Video Gaming
I. DEFINITION "Emotional disturbance" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational
themselves in a more efficacious and convincing manner. categorical logic, prepositional logic, and predicate logic. Prerequisite: ENGL 1301 We discuss three systems of logic: Offered: Once Every Two Years
why happiness is good for business Martyn Newman Ph.D. Randstad consulting psychologist In today s business world, driven by competitive advantage, success and wealth, happiness can easily be relegated
Name: Class: Freud's Theory of the Id, Ego, and Superego By CommonLit Staff 2015 Sigmund Freud (1856-1939) is the most well-known psychologist that ever lived. Freud was born to Jewish parents in Austria
Psychological reaction to brain tumour Dr Orazio Giuffrida Consultant Clinical Neuropsychologist Psychological Reaction To Brain Tumour Diagnosis A Key word to understand is Adjustment Adjustment refers
Traits and Personality Chapter 10 Gordon Allport 1897-1967 Grew up near Cleveland Spent much of his childhood alone College at Harvard A visit to Freud led him to find a new approach Young boy with a phobia
PSYC PSYCHOLOGY PSYC1003 is a prerequisite for PSYC1004 and PSYC1004 is a prerequisite for all remaining Psychology courses. Note: See beginning of Section F for abbreviations, course numbers and coding.
Compass Interdisciplinary Virtual Conference 19-30 Oct 2009 10 Things New Scholars should do to get published Duane Wegener Professor of Social Psychology, Purdue University Hello, I hope you re having
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
Your consent to our cookies if you continue to use this website.