Psychologist Motivational Quotes

Carol Dweck, the psychologist who studies motivation, likes to say that all the world's parenting advice can be distilled to two simple rules: pay attention to what your children are fascinated by, and praise them for their effort.

The best description of motivated reasoning I’ve ever seen comes from psychologist Tom Gilovich. When we want something to be true, he said, we ask ourselves, “Can I believe this?,” searching for an excuse to accept it. When we don’t want something to be true, we instead ask ourselves, “Must I believe this?,” searching for an excuse to reject it.4

In looking for the right places to make these tiny changes, there are three broad areas of opportunity. You can tweak your beliefs—or what psychologists call your mindset; you can tweak your motivations; and you can tweak your habits. When we learn how to make small changes in each of these areas, we set ourselves up to make profound, lasting change over the course of our lives.

When bad things happen to good people, we have a problem. We know consciously that life is unfair, but unconsciously we see the world through the lens of reciprocity. The downfall of an evil man (in our biased and moralistic assessment) is no puzzle: He had it coming to him. But when the victim was virtuous, we struggle to make sense of his tragedy. At an intuitive level, we all believe in karma, the Hindu notion that people reap what they sow. The psychologist Mel Lerner has demonstrated that we are so motivated to believe that people get what they deserve and deserve what they get that we often blame the victim of a tragedy, particularly when we can’t achieve justice by punishing a perpetrator or compensating the victim.

Studies have shown that performance gets worse as group size increases: groups of nine generate fewer and poorer ideas compared to groups of six, which do worse than groups of four. The “evidence from science suggests that business people must be insane to use brainstorming groups,” writes the organizational psychologist Adrian Furnham. “If you have talented and motivated people, they should be encouraged to work alone when creativity or efficiency is the highest priority.” The one exception to this is online brainstorming.

Let go of the misconception that our motivational state must match the task at hand. In fact, social psychologists have demonstrated that attitudes follow behaviors more than (or at least as much as) behaviors follow attitudes. When you start to act on your intention as intended, you will see your attitude and motivation change.

24. (fr) Psychologists use the term "socialization” to designate the process by which children are trained to think and act as society demands. A person is said to be well socialized if he believes in and obeys the moral code of his society and fits in well as a functioning part of that society. It may seem senseless to say that many leftists are over-socialized, since the leftist is perceived as a rebel. Nevertheless, the position can be defended. 25. (fr) The moral code of our society is so demanding that no one can think, feel and act in a completely moral way. For example, we are not supposed to hate anyone, yet almost everyone hates somebody at some time or other, whether he admits it to himself or not. Some people are so highly socialized that the attempt to think, feel and act morally imposes a severe burden on them. In order to avoid feelings of guilt, they continually have to deceive themselves about their own motives and find moral explanations for feelings and actions that in reality have a nonmoral origin. We use the term "oversocialized” to describe such people. 26. (fr) Oversocialization can lead to low self-esteem, a sense of powerlessness, defeatism, guilt, etc. One of the most important means by which our society socializes children is by making them feel ashamed of behavior or speech that is contrary to society’s expectations.

...all the world's parenting advice can be distilled to two simple rules: pay attention to what your children are fascinated by, and praise them for their effort." [Paraphrasing Carol Dweck, a psychologist who studies motivation]

Social psychologists have shown that group belief is a powerful motivator in performance

The third possible explanation for the sex difference in actual homicides is linked to a surprising motive for much violent behavior: the tendency to act aggressively to impress others.

Your motivations--get that promotion, throw the best parties, run for public office--aren't impersonal abstractions but powerfully reflect who you are and what you focus on. An individual's goals figure prominently in the theories of personality first developed by the Harvard psychologist Henry Murray. According to his successor David McClelland, what Friedrich Nietzsche called "the will to power," which he considered the major driving force behind human behavior, is one of the three basic motivations, along with achievement and affiliation, that differentiate us as individuals. A simple experiment show show these broad emotional motivations can affect what you pay attention to or ignore on very basic levels. When they examine images of faces that express different kinds of emotion, power-oriented subjects are drawn to nonconfrontational visages, such as "surprise faces," rather than to those that suggest dominance, as "anger faces" do. In contrast, people spurred by affiliation gravitate toward friendly or joyful faces.

The “evidence from science suggests that business people must be insane to use brainstorming groups,” writes the organizational psychologist Adrian Furnham. “If you have talented and motivated people, they should be encouraged to work alone when creativity or efficiency is the highest priority.

Psychologists have finally proven that the entire justice system’s deep motives and its idea as a whole, which have existed for thousands of years, are completely false, since they rest upon empty human delusions. Namely, the delusion that people can control or change the future and win over the evil that has already taken place. According to the studies, this is impossible, since it’s the evil of the moment that makes the world go round and this is a fixed constant.

...the naive forms of Christian moral motivation - bare threats of hell and the bribery of heaven - stunt moral growth by ensuring believers remain emotional children, never achieving the cognitive moral development of adults. Psychologists have established that mature adults are moral not because of bare threats and bribes (that stage of moral development typifies children, not adults), but because they care about the effects their behavior has on themselves and others.

reminded that in reality this isn’t the case. Nor is this a phenomenon confined to megalomaniacs or pathological narcissists, but something much more fundamental to being human: it’s the understandable tendency to judge everything from the perspective you occupy, so that the few thousand weeks for which you happen to be around inevitably come to feel like the linchpin of history, to which all prior time was always leading up. These self-centered judgments are part of what psychologists call the “egocentricity bias,” and they make good sense from an evolutionary standpoint. If you had a more realistic sense of your own sheer irrelevance, considered on the timescale of the universe, you’d probably be less motivated to struggle to survive, and thereby to propagate your genes.

For that reason, Haidt told me, “once group loyalties are engaged, you can’t change people’s minds by utterly refuting their arguments. Thinking is mostly just rationalization, mostly just a search for supporting evidence.” Psychologists have a term for this: “motivated reasoning.

With a particular person in mind, or in anticipation of interacting with them, self-conception adjusts to create a shared reality. This means that when their perception of you is stereotypical, your own mind follows suit. For example, [Princeton University psychologist Stacey] Sinclair manipulated one group of women into thinking that they were about to spend some time with a charmingly sexist man. (Not a woman-hater, but the kind of man who thinks that women deserve to be cherished and protected by men, while being rather less enthusiastic about them being too confident and assertive.) Obligingly, the women socially tuned their view of themselves to better match these traditional opinions. They regarded themselves as more stereotypically feminine, compared with another group of women who were expecting instead to interact with a man with a more modern view of their sex. Interestingly, this social tuning only seems to happen when there is some sort of motivation for a good relationship. This suggests that close or powerful others in your life may be especially likely to act as a mirror in which you perceive your own qualities. (...) No doubt the female self and the male self can be as useful as any other social identity in the right circumstances. But flexible, context-sensitive, and useful is not the same as “hardwired”.

sexual jealousy, once considered by psychologists to be pathological or a character defect, is in fact a supremely important emotion motivating mate-retention solutions. Adaptive in the evolutionary sense of leading to greater survival and reproductive success, of course, does not mean morally good.

But of greater concern is the fact that psychologists tend to give progressively less attention to a motive which pervades our entire lives. Psychologists,

Similarly the animal psychologist, Aristophanes, accidentally discovered the world's first joke while inquiring into the hitherto mysterious motivations of pathway-traversing fowl.

In fact, one of the best predictors of dominance is the ratio of “eye contact while speaking” to “eye contact while listening.” Psychologists call this the visual dominance ratio. Imagine yourself out to lunch with a coworker. When it’s your turn to talk, you spend some fraction of the time looking into your coworker’s eyes (and the rest of the time looking away). Similarly, when it’s your turn to listen, you spend some fraction of the time making eye contact. If you make eye contact for the same fraction of time while speaking and listening, your visual dominance ratio will be 1.0, indicative of high dominance. If you make less eye contact while speaking, however, your ratio will be less than 1.0 (typically hovering around 0.6), indicative of low dominance.53

Jim Rohn quote: “You are the average of the five people you spend the most time with.”4 Don’t believe me? Let me drop some science. Dr. David McClelland, renowned social psychologist, Harvard professor, and author, studied human motivation for more than thirty years. As discussed in chapter 3, he found that “95 percent of your success or failure in life is determined by the people with whom you habitually associate.” Ninety-five percent, my friend.

Now, an idea is not the same thing as a fact. A fact is something that is dead, in and of itself. It has no consciousness, no will to power, no motivation, no action. There are billions of dead facts. The internet is a graveyard of dead facts. But an idea that grips a person is alive. It wants to express itself, to live in the world. It is for this reason that the depth psychologists—Freud and Jung paramount among them—insisted that the human psyche was a battleground for ideas.

Internal locus of control has been linked with academic success, higher self-motivation and social maturity, lower incidences of stress and depression, and longer life span,” a team of psychologists wrote in the journal Problems and Perspectives in Management in 2012.

Psychologists have identified two contrasting mindsets that affect our motivation and our receptiveness to new opportunities: a “prevention focus,” which orients us toward avoiding negative outcomes, and a “promotion focus,” which orients us toward pursuing positive outcomes.

Psychologist and marketing guru Ernest Dichter, known as the “father of motivational research,” explains that when human beings become fearful, most will regress to soothing, even infantile, behaviors and animalistic drives to distract themselves from, and channel, their anxiety.

In 1972, the psychologist Irving Janis defined groupthink as, “a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the members’ strivings for unanimity override their motivation to realistically appraise alternative courses of action.” Groupthink most commonly affects homogenous, close-knit communities that are overly insulated from internal and external criticism, and that perceive themselves as different from or under attack by outsiders. Its symptoms include censorship of dissent, rejection or rationalization of criticisms, the conviction of moral superiority, and the demonization of those who hold opposing beliefs. It typically leads to the incomplete or inaccurate assessment of information, the failure to seriously consider other possible options, a tendency to make rash decisions, and the refusal to reevaluate or alter those decisions once they’ve been made.

Psychologist Dan Gilbert called it the “end of history illusion.” From teenagers to senior citizens, we recognize that our desires and motivations sure changed a lot in the past (see: your old hairstyle), but believe they will not change much in the future. In Gilbert’s terms, we are works in progress claiming to be finished.

Psychologists call this “motivated reasoning.” Motivated reasoning is thinking through a topic with the aim, conscious or unconscious, of reaching a particular kind of conclusion. In a football game, we see the fouls committed by the other team but overlook the sins of our own side. We are more likely to notice what we want to notice.11

Flow may be the biggest neurochemical cocktail of all. The state appears to blend all six of the brain’s major pleasure chemicals and may be one of the few times you get all six at once. This potent mix explains why people describe flow as their “favorite experience,” while psychologists refer to it as “the source code of intrinsic motivation.

Of course, there may be some cases in which an individual's concern with values is really a camouflage of hidden inner conflicts; but, if so, they represent the exceptions from the rule rather than the rule itself. In these cases we have actually to deal with pseudo values, and as such they have to be unmasked. Unmasking, however, should stop as soon as one is confronted with what is authentic and genuine in man, e.g., man's desire for a life that is as meaningful as possible. If it does not stop then, the only thing that the "unmasking psychologist" really unmasks is his own "hidden motive"—namely, his unconscious need to debase and depreciate what is genuine, what is genuinely human, in man.

Some who question the authenticity of the memories of abuse do so in part because of the intensity and sincerity of the accused persons who deny the abuse . . . the current denials of those accused of sexual abuse are not proof that the allegations are false. Research with known rapists, pedophiles, and incest offenders has illustrated that they often exhibit a cognitive distortion –a tendency to justify, minimize, or rationalize their behavior (Gudjonsson, 1992). Because accused persons are motivated to verbally and even mentally deny an abusive past, simple denials cannot constitute cogent evidence that the victim’s memories are not authentic. Loftus, E. (1993). The reality of repressed memories. American Psychologist, 48, 518-537.

Psychologist Dr. Terry Orlick has been studying excellence in sports, business, and life for decades. He is world renowned for his motivational and mental approach to peak performance. Orlick has determined that there are seven components of excellence: commitment, focus, confidence/trust/belief, positive imagination, mental readiness, controlling distractions, and constant learning.

Psychologist and mindfulness expert David Richo, Ph.D., has focused on how these healthy connections are formed and what is needed to keep them alive. He describes the “5 A’s” as the qualities and gifts we all naturally seek out from the important people in our lives, including family, friends, and especially partners. What are these 5 A’s? • Attention—genuine interest in you, what you like and dislike, what inspires and motivates you without being overbearing or intrusive. You experience being heard and noticed. • Acceptance—genuinely embracing your interests, desires, activities, and preferences as they are without trying to alter or change them in any way. • Affection—physical comforting as well as compassion. • Appreciation—encouragement and gratitude for who you are, as you are. • Allowing—it is safe to be yourself and express all that you feel, even if it is not entirely polite or socially acceptable. What Richo is describing, in essence, are those genuine needs we have that form the basis of secure, healthy relationships. The 5 A’s are what we all should have received most of the time from our caregivers when we were growing up. They are also what we want in our adult relationships today. In his book How to Be an Adult in Relationships, Richo compares and contrasts the 5 A’s with what happens in unhealthy or unequal relationships.

Psychologist Jean Baker Miller, who has done extensive research on women’s development, has written about “a growth-fostering relationship” as having five characteristics. She says that in the relationship: 1.​Each person feels a greater sense of zest (vitality, energy). 2.​Each person feels more able to act and does act. 3.​Each person has a more accurate picture of herself or himself and the other person. 4.​Each person feels a greater sense of worth. 5.​Each person feels more connected to the other person and a greater motivation for connections with other people beyond those in the specific relationship.12 Though it was slow, hazardous, and often exasperating work, Sandy and I worked to undo the old marriage and create a new one stripped of the old dependencies and patriarchal set-up, a growth-inducing relationship that offered each of us freedom to choose and be, that not only allowed for but enhanced the soul in each of us.

Over the last three centuries, psychologists have been able to define three distinct parts of the human mind: thoughts, emotions, and motivations. Thoughts, also known as cognition, include regular functions such as memory, judgment, and reasoning. This is where intelligence comes in because it is used to measure your cognitive functions. Emotions, on the other hand, include things like moods, feelings, and evaluations. Motivations refer to behaviors that you learn or biological urges.

This isn’t some libertarian mistrust of government policy, which is healthy in any democracy. This is deep skepticism of the very institutions of our society. And it’s becoming more and more mainstream. We can’t trust the evening news. We can’t trust our politicians. Our universities, the gateway to a better life, are rigged against us. We can’t get jobs. You can’t believe these things and participate meaningfully in society. Social psychologists have shown that group belief is a powerful motivator in performance. When groups perceive that it’s in their interest to work hard and achieve things, members of that group outperform other similarly situated individuals. It’s obvious why: If you believe that hard work pays off, then you work hard; if you think it’s hard to get ahead even when you try, then why try at all? Similarly, when people do fail, this mind-set allows them to look outward. I once ran into an old acquaintance at a Middletown bar who told me that he had recently quit his job because he was sick of waking up early. I later saw him complaining on Facebook about the “Obama economy” and how it had affected his life. I don’t doubt that the Obama economy has affected many, but this man is assuredly not among them. His status in life is directly attributable to the choices he’s made, and his life will improve only through better decisions. But for him to make better choices, he needs to live in an environment that forces him to ask tough questions about himself. There is a cultural movement in the white working class to blame problems on society or the government, and that movement gains adherents by the day. Here is where the rhetoric of modern conservatives (and I say this as one of them) fails to meet the real challenges of their biggest constituents. Instead of encouraging engagement, conservatives increasingly foment the kind of detachment that has sapped the ambition of so many of my peers. I have watched some friends blossom into successful adults and others fall victim to the worst of Middletown’s temptations—premature parenthood, drugs, incarceration. What separates the successful from the unsuccessful are the expectations that they had for their own lives. Yet the message of the right is increasingly: It’s not your fault that you’re a loser; it’s the government’s fault. My dad, for example, has never disparaged hard work, but he mistrusts some of the most obvious paths to upward mobility. When

A lot of time and energy went into dismantling the dynamic between Arthur and Ben, identifying the leader of the pack. Understanding their motives would bring closure to the community, and the information could prevent a recurrence at another school. The country’s most renowned psychologists examined the evidence collected in the aftermath of the attack on Bradley—Ben’s and Arthur’s journals, their academic records, interviews with neighbors and friends of the family—and every single one arrived at the same conclusion: Arthur called it.

If You Are Human, You Are Biased Our conscious motivations, ideas, and beliefs are a blend of false information, biases, irrational passions, rationalizations, prejudices, in which morsels of truth swim around and give the reassurance albeit false, that the whole mixture is real and true. The thinking processes attempt to organize this whole cesspool of illusions according to the laws of plausibility. This level of consciousness is supposed to reflect reality; it is the map we use for organizing our life. —Erich Fromm, German psychologist and psychoanalyst

The great majority of those who, like Frankl, were liberated from Nazi concentration camps chose to leave for other countries rather than return to their former homes, where far too many neighbors had turned murderous. But Viktor Frankl chose to stay in his native Vienna after being freed and became head of neurology at a main hospital in Vienna. The Austrians he lived among often perplexed Frankl by saying they did not know a thing about the horrors of the camps he had barely survived. For Frankl, though, this alibi seemed flimsy. These people, he felt, had chosen not to know. Another survivor of the Nazis, the social psychologist Ervin Staub, was saved from a certain death by Raoul Wallenberg, the diplomat who made Swedish passports for thousands of desperate Hungarians, keeping them safe from the Nazis. Staub studied cruelty and hatred, and he found one of the roots of such evil to be the turning away, choosing not to see or know, of bystanders. That not-knowing was read by perpetrators as a tacit approval. But if instead witnesses spoke up in protest of evil, Staub saw, it made such acts more difficult for the evildoers. For Frankl, the “not-knowing” he encountered in postwar Vienna was regarding the Nazi death camps scattered throughout that short-lived empire, and the obliviousness of Viennese citizens to the fate of their own neighbors who were imprisoned and died in those camps. The underlying motive for not-knowing, he points out, is to escape any sense of responsibility or guilt for those crimes. People in general, he saw, had been encouraged by their authoritarian rulers not to know—a fact of life today as well. That same plea of innocence, I had no idea, has contemporary resonance in the emergence of an intergenerational tension. Young people around the world are angry at older generations for leaving as a legacy to them a ruined planet, one where the momentum of environmental destruction will go on for decades, if not centuries. This environmental not-knowing has gone on for centuries, since the Industrial Revolution. Since then we have seen the invention of countless manufacturing platforms and processes, most all of which came to be in an era when we had no idea of their ecological impacts. Advances in science and technology are making ecological impacts more transparent, and so creating options that address the climate crisis and, hopefully, will be pursued across the globe and over generations. Such disruptive, truly “green” alternatives are one way to lessen the bleakness of Earth 2.0—the planet in future decades—a compelling fact of life for today’s young. Were Frankl with us today (he died in 1997), he would no doubt be pleased that so many of today’s younger people are choosing to know and are finding purpose and meaning in surfacing environmental facts and acting on them.

As Harvard University psychologist Mahzarin Banaji puts it, there is no “bright line separating self from culture,” and the culture in which we develop and function enjoys a “deep reach” into our minds. It’s for this reason that we can’t understand gender differences in female and male minds – the minds that are the source of our thoughts, feelings, abilities, motivations, and behavior – without understanding how psychologically permeable is the skull that separates the mind from the sociocultural context in which it operates. When the environment makes gender salient, there is a ripple effect on the mind. We start to think of ourselves in terms of our gender, and stereotypes and social expecations become more prominent in the mind. This can change self-perception, alter interests, debilitate or enhance ability, and trigger unintentional discrimination. In other words, the social context influences who you are, how you think, and what you do. And these thoughts, attitudes, and behaviors of yours, in turn, become part of the social context. It’s intimate. It’s messy. And it demands a different way of thinking about gender.

For the psychologist Paul Bloom, this is a huge downside. Empathy, he argues, focuses our attention on single individuals, leading us to become both parochial and insensitive to scale.62 As Bertrand Russell is often reported to have said, “The mark of a civilized man is the capacity to read a column of numbers and weep,”63 but few of us are capable of truly feeling statistics in this way. If only we could be moved more by our heads than our hearts, we could do a lot more good. And yet the incentives to show empathy and spontaneous compassion are overwhelming. Think about it: Which kind of people are likely to make better friends, coworkers, and spouses—“calculators” who manage their generosity with a spreadsheet, or “emoters” who simply can’t help being moved to help people right in front of them? Sensing that emoters, rather than calculators, are generally preferred as allies, our brains are keen to advertise that we are emoters. Spontaneous generosity may not be the most effective way to improve human welfare on a global scale, but it’s effective where our ancestors needed it to be: at finding mates and building a strong network of allies.

The principal aim underlying this work is to render homage where homage is due, a task which I know beforehand is impossible of accomplishment. Were I to do it properly, I would have to get down on my knees and thank each blade of grass for rearing its head. What chiefly motivates me in this vain task is the fact that in general we know all too little about the influences which shape a writer’s life and work. The critic, in his pompous conceit and arrogance, distorts the true picture beyond all recognition. The author, however truthful he may think himself to be, inevitably disguises the picture. The psychologist, with his single-track view of things, only deepens the blur. As author, I do not think myself an exception to the rule. I, too, am guilty of altering, distorting and disguising the facts — if ‘facts’ there be. My conscious effort, however, has been — perhaps to a fault– in the opposite direction. I am on the side of revelation, if not always on the side of beauty, truth, wisdom, harmony and ever-evolving perfection. In this work I am throwing out fresh data, to be judged and analyzed, or accepted and enjoyed for enjoyment’s sake. Naturally I cannot write about all the books, or even all the significant ones, which I have read in the course of my life. But I do intend to go on writing about books and authors until I have exhausted the importance (for me) of this domain of reality. To have undertaken the thankless task of listing all the books I can recall ever reading gives me extreme pleasure and satisfaction. I know of no author who has been mad enough to attempt this. Perhaps my list will give rise to more confusion — but its purpose is not that. Those who know how to read a man know how to read his books.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Social psychologists have found that with divisive moral issues, especially those on which liberals and conservatives disagree, all combatants are intuitively certain they are correct and that their opponents have ugly ulterior motives. They argue out of respect for the social convention that one should always provide reasons for one’s opinions, but when an argument is refuted, they don’t change their minds but work harder to find a replacement argument. Moral debates, far from resolving hostilities, can escalate them, because when people on the other side don’t immediately capitulate, it only proves they are impervious to reason.

Soul and body, body and soul—how mysterious they were! There was animalism in the soul, and the body had its moments of spirituality. The senses could refine, and the intellect could degrade. Who could say where the fleshly impulse ceased, or the psychical impulse began? How shallow were the arbitrary definitions of ordinary psychologists! And yet how difficult to decide between the claims of the various schools! Was the soul a shadow seated in the house of sin? Or was the body really in the soul, as Giordano Bruno thought? The separation of spirit from matter was a mystery, and the union of spirit with matter was a mystery also. He began to wonder whether we could ever make psychology so absolute a science that each little spring of life would be revealed to us. As it was, we always misunderstood ourselves and rarely understood others. Experience was of no ethical value. It was merely the name men gave to their mistakes. Moralists had, as a rule, regarded it as a mode of warning, had claimed for it a certain ethical efficacy in the formation of character, had praised it as something that taught us what to follow and showed us what to avoid. But there was no motive power in experience. It was as little of an active cause as conscience itself. All that it really demonstrated was that our future would be the same as our past, and that the sin we had done once, and with loathing, we would do many times, and with joy.

Nevertheless, scholars keep obsessing about selfish motives, simply because both economics and behaviorism have indoctrinated them that incentives drive everything that animals or humans do. I don’t believe a word of it, though, and a recent ingenious experiment on children drives home why. The German psychologist Felix Warneken investigated how young chimpanzees and children assist human adults. The experimenter was using a tool but dropped it in midjob: would they pick it up? The experimenter’s hands were full: would they open a cupboard for him? Both species did so voluntarily and eagerly, showing that they understood the experimenter’s problem. Once Warneken started to reward the children for their assistance, however, they became less helpful. The rewards, it seems, distracted them from sympathizing with the clumsy experimenter.50 I am trying to figure how this would work in real life. Imagine that every time I offered a helping hand to a colleague or neighbor—keeping a door open or picking up their mail—they stuffed a few dollars in my shirt pocket. I’d be deeply offended, as if all I cared about was money! And it would surely not encourage me to do more for them. I might even start avoiding them as being too manipulative. It is curious to think that human behavior is entirely driven by tangible rewards, given that most of the time rewards are nowhere in sight. What are the rewards for someone who takes care of a spouse with Alzheimer’s? What payoffs does someone derive from sending money to a good cause? Internal rewards (feeling good) may very well come into play, but they work only via the amelioration of the other’s situation. They are nature’s way of making sure that we are other-oriented rather than self-oriented.

The use of rewards—what might be called positive coercion—does not work in the long run any better than threat and punishment, or negative coercion. In the reward, the child senses the parent’s desire to control no less than in the punishment. The issue is the child’s sense of being forced, not the manner in which the force is applied. This was well illustrated in a classic study using magic markers.2 A number of children were screened to select some who showed a natural interest and inclination for playing with magic markers. Those who did were then divided into three different groups. For one group, there was no reward involved and no indication what to do with the markers. Another group was given a small reward to use the markers, and the third was promised a substantial reward. When retested sometime later, the group that had been most rewarded showed the least interest in playing with the magic markers, while the children who had been left uninstructed showed by far the greatest motivation to use them. Simple behaviorist principles would suggest it ought to have been the other way around, another illustration that behavioral approaches have no more than short-term efficacy. At work here, of course, was residual counterwill in response to positive coercion. In a similar experiment, the psychologist Edward Deci observed the behaviors of two groups of college students vis-à-vis a puzzle game they had originally all been equally intrigued by. One group was to receive a monetary reward each time a puzzle was solved; the other was given no external incentive. Once the payments stopped, the paid group proved far more likely to abandon the game than their unpaid counterparts. “Rewards may increase the likelihood of behaviors,” Dr. Deci remarks, “but only so long as the rewards keep coming... Stop the pay, stop the play.” We

Propaganda is confined to utilizing existing material, it does not create it. This material falls into four categories. First there are the psychological "mechanisms" that permit the propagandist to know more or less precisely that the individual will respond in a certain way to a certain stimulus - Here the psychologists are far from agreement; behaviorism, depth psychology, and the psychology of instincts postulate very different psychic mechanisms and see essentially different connections and motivations. Here the propagandist is at the mercy of these interpretations. Second, opinions, conventional patterns and stereotypes exist concretely in a particular milieu or individual. Third, ideologies exist which are more or less consciously shared, accepted, and disseminated, and which form the only intellectual, or rather para-intellectual, element that must be reckoned with in propaganda. Fourth and finally, the propagandist must concern himself above all with the needs of those whom he wishes to reach. All propaganda must respond to a need, whether it be a concrete need (bread, peace, security, work) or a psychological need.

Imagine the following experiment, performed by the developmental psychologist Grazyna Kochanska. A kind woman hands a toy to a toddler, explaining that the child should be very careful because it’s one of the woman’s favorites. The child solemnly nods assent and begins to play with the toy. Soon afterward, it breaks dramatically in two, having been rigged to do so. The woman looks upset and cries, “Oh my!” Then she waits to see what the child does next. Some children, it turns out, feel a lot more guilty about their (supposed) transgression than others. They look away, hug themselves, stammer out confessions, hide their faces. And it’s the kids we might call the most sensitive, the most high-reactive, the ones who are likely to be introverts who feel the guiltiest. Being unusually sensitive to all experience, both positive and negative, they seem to feel both the sorrow of the woman whose toy is broken and the anxiety of having done something bad. (In case you’re wondering, the woman in the experiments quickly returned to the room with the toy “fixed” and reassurances that the child had done nothing wrong.) In our culture, guilt is a tainted word, but it’s probably one of the building blocks of conscience. The anxiety these highly sensitive toddlers feel upon apparently breaking the toy gives them the motivation to avoid harming someone’s plaything the next time. By age four, according to Kochanska, these same kids are less likely than their peers to cheat or break rules, even when they think they can’t be caught. And by six or seven, they’re more likely to be described by their parents as having high levels of moral traits such as empathy. They also have fewer behavioral problems in general.

But I believe that another important explanation for introverts who love their work may come from a very different line of research by the influential psychologist Mihaly Csikszentmihalyi on the state of being he calls “flow.” Flow is an optimal state in which you feel totally engaged in an activity—whether long-distance swimming or songwriting, sumo wrestling or sex. In a state of flow, you’re neither bored nor anxious, and you don’t question your own adequacy. Hours pass without your noticing. The key to flow is to pursue an activity for its own sake, not for the rewards it brings. Although flow does not depend on being an introvert or an extrovert, many of the flow experiences that Csikszentmihalyi writes about are solitary pursuits that have nothing to do with reward-seeking: reading, tending an orchard, solo ocean cruising. Flow often occurs, he writes, in conditions in which people “become independent of the social environment to the degree that they no longer respond exclusively in terms of its rewards and punishments. To achieve such autonomy, a person has to learn to provide rewards to herself.” In a sense, Csikszentmihalyi transcends Aristotle; he is telling us that there are some activities that are not about approach or avoidance, but about something deeper: the fulfillment that comes from absorption in an activity outside yourself. “Psychological theories usually assume that we are motivated either by the need to eliminate an unpleasant condition like hunger or fear,” Csikszentmihalyi writes, “or by the expectation of some future reward such as money, status, or prestige.” But in flow, “a person could work around the clock for days on end, for no better reason than to keep on working.

what makes life worth living when we are old and frail and unable to care for ourselves? In 1943, the psychologist Abraham Maslow published his hugely influential paper “A Theory of Human Motivation,” which famously described people as having a hierarchy of needs. It is often depicted as a pyramid. At the bottom are our basic needs—the essentials of physiological survival (such as food, water, and air) and of safety (such as law, order, and stability). Up one level are the need for love and for belonging. Above that is our desire for growth—the opportunity to attain personal goals, to master knowledge and skills, and to be recognized and rewarded for our achievements. Finally, at the top is the desire for what Maslow termed “self-actualization”—self-fulfillment through pursuit of moral ideals and creativity for their own sake. Maslow argued that safety and survival remain our primary and foundational goals in life, not least when our options and capacities become limited. If true, the fact that public policy and concern about old age homes focus on health and safety is just a recognition and manifestation of those goals. They are assumed to be everyone’s first priorities. Reality is more complex, though. People readily demonstrate a willingness to sacrifice their safety and survival for the sake of something beyond themselves, such as family, country, or justice. And this is regardless of age. What’s more, our driving motivations in life, instead of remaining constant, change hugely over time and in ways that don’t quite fit Maslow’s classic hierarchy. In young adulthood, people seek a life of growth and self-fulfillment, just as Maslow suggested. Growing up involves opening outward. We search out new experiences, wider social connections, and ways of putting our stamp on the world. When people reach the latter half of adulthood, however, their priorities change markedly. Most reduce the amount of time and effort they spend pursuing achievement and social networks. They narrow in. Given the choice, young people prefer meeting new people to spending time with, say, a sibling; old people prefer the opposite. Studies find that as people grow older they interact with fewer people and concentrate more on spending time with family and established friends. They focus on being rather than doing and on the present more than the future.

A series of surprising experiments by the psychologist Roy Baumeister and his colleagues has shown conclusively that all variants of voluntary effort—cognitive, emotional, or physical—draw at least partly on a shared pool of mental energy. Their experiments involve successive rather than simultaneous tasks. Baumeister’s group has repeatedly found that an effort of will or self-control is tiring; if you have had to force yourself to do something, you are less willing or less able to exert self-control when the next challenge comes around. The phenomenon has been named ego depletion. In a typical demonstration, participants who are instructed to stifle their emotional reaction to an emotionally charged film will later perform poorly on a test of physical stamina—how long they can maintain a strong grip on a dynamometer in spite of increasing discomfort. The emotional effort in the first phase of the experiment reduces the ability to withstand the pain of sustained muscle contraction, and ego-depleted people therefore succumb more quickly to the urge to quit. In another experiment, people are first depleted by a task in which they eat virtuous foods such as radishes and celery while resisting the temptation to indulge in chocolate and rich cookies. Later, these people will give up earlier than normal when faced with a difficult cognitive task. The list of situations and tasks that are now known to deplete self-control is long and varied. All involve conflict and the need to suppress a natural tendency. They include: avoiding the thought of white bears inhibiting the emotional response to a stirring film making a series of choices that involve conflict trying to impress others responding kindly to a partner’s bad behavior interacting with a person of a different race (for prejudiced individuals) The list of indications of depletion is also highly diverse: deviating from one’s diet overspending on impulsive purchases reacting aggressively to provocation persisting less time in a handgrip task performing poorly in cognitive tasks and logical decision making The evidence is persuasive: activities that impose high demands on System 2 require self-control, and the exertion of self-control is depleting and unpleasant. Unlike cognitive load, ego depletion is at least in part a loss of motivation. After exerting self-control in one task, you do not feel like making an effort in another, although you could do it if you really had to.

The rats that Marian Diamond studied had either an enriched or an impoverished environment. That changed their brain state. If you’re surrounded by a nurturing physical, emotional, mental, and spiritual environment, you’re in one brain state. If you’re surrounded by danger, uncertainty, and hostility, you’re in a quite different brain state. Brain states, along with mental, emotional, and spiritual states, run the gamut. When the brain’s Enlightenment Circuit is turned on, you’re in a happy and positive state. When the Default Mode Network (DMN) of Chapter 2 predominates, you’re in a negative and stressed state. State Progression Cognitive psychologist Michael Hall has been fascinated by human potential for over 40 years. He has studied the most advanced methods, authored more than 30 books on the topic, and mapped the stages by which people change. Unpleasant experiences are what usually motivate us to change. These involve mental, emotional, or spiritual states. Examples of such states are despair, stagnation, anger, or resentment. Hall calls these “unresourceful” states. We can cultivate resourceful states, such as joy, empowerment, mastery, and contentment. To describe the movement of a person from an unresourceful to a resourceful state, Hall uses the term “state progression.” Hall’s “state progression” model has several steps: Identify the unresourceful state. Identify the desired state. Countercondition dysfunctional behavioral patterns that maintain the unresourceful state. Activate change toward the desired state. Experience the target state. Repeat the experience of the desired state. Condition new behaviors that reinforce the desired state. That’s the promise of directing your attention consciously rather than defaulting to the brain’s negativity bias. Attention sustained over time produces state progression and triggers neural plasticity. If you focus on positive beliefs and thoughts repeatedly, bringing your mind and focus back to the good, you then use attention in the service of positive neural plasticity. When we have practiced sufficiently to be able to maintain this focus, we achieve a condition that Hall calls positive state stability. Our minds become stable in that new state. Their default setting is no longer to focus on the negative. The brain’s negativity bias is no longer hijacking our attention and directing it toward the negative things that are happening, either in our own lives or in the world. We have moved through the stages of state progression to positive state stability.

Philip Zimbardo became one of the most popular psychologists who delved deeper into the concept of mind control. He described it as the phenomenon in which external agents or agencies alter the freedom of choice of an individual or of a group through changing the behavior, motivation, and affection of the involved party. He even specified that every individual is vulnerable to this manipulation and that nobody can be perfectly exempted from the effects of mind control.   If others

Now, an idea is not the same thing as a fact. A fact is something that is dead, in and of itself. It has no consciousness, no will to power, no motivation, no action. There are billions of dead facts. The internet is a graveyard of dead facts. But an idea that grips a person is alive. It wants to express itself, to live in the world. It is for this reason that the depth psychologists—Freud and Jung paramount among them—insisted that the human psyche was a battleground for ideas. An idea has an aim. It wants something. It posits a value structure. An idea believes that what it is aiming for is better than what it has now. It reduces the world to those things that aid or impede its realization, and it reduces everything else to irrelevance. An idea defines figure against ground. An idea is a personality, not a fact. When it manifests itself within a person, it has a strong proclivity to make of that person its avatar: to impel that person to act it out. Sometimes, that impulsion (possession is another word) can be so strong that the person will die, rather than allowing the idea to perish. This is, generally speaking, a bad decision, given that it is often the case that only the idea need die, and that the person with the idea can stop being its avatar, change his or her ways, and continue

According to famed psychologist David McClelland, there are three basic types of motivation: 1) Achievement, 2) Authority and 3) Affiliation. Achievement Seekers Those who seek Achievement are looking for the following things: They attain realistic but challenging goals. Achieving the task is its own reward. Financial reward is a measurement of success. Security/status are not the primary motivators. Feedback is a quantifiable measure of success. They seek improvement. Authority Seekers Employees who seek Authority are looking for the following things: They value their ideas being heard and prevailing. Having influence and impact is the most important reward. They show leadership skills and enjoy directing others. Increasing personal status and prestige is important. Affiliation Seekers Employees who are motivated by Affiliation are looking for the following things: They need friendly relationships and are motivated by interaction with others. Being liked and held in high regard is important. They are team players. Emotions are a larger motivating factor than quantifiable data. They are in tune with others’ feelings and seek to make others happy.

When achievement motivation goes sky-high, it can crowd out originality: The more you value achievement, the more you come to dread failure. Instead of aiming for unique accomplishments, the intense desire to succeed leads us to strive for guaranteed success. As psychologists Todd Lubart and Robert Sternberg put it, “Once people pass an intermediate level in the need to achieve, there is evidence that they actually become less creative.

It is this heightened state that may produce several relatively new phenomena in childhood today. As the clinical psychologist Catherine Steiner-Adair,10 the author of The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, observes, the most commonly heard complaint when children are asked to go off-line is “I’m bored.” Confronted with the dazzling possibilities for their attention on a nearby screen, young children quickly become awash with, then accustomed to, and ever so gradually semi-addicted to continuous sensory stimulation. When the constant level of stimulation is taken away, the children respond predictably with a seemingly overwhelming state of boredom. “I’m Bored.” There are different kinds of boredom. There is a natural boredom that is part of the woof of childhood that can often provide children with the impetus to create their own forms of entertainment and just plain fun. This is the boredom that Walter Benjamin described years ago as the “dream bird that hatches the egg of experience.”11 But there may also be an unnatural, culturally induced, new form of boredom that follows too much digital stimulation. This form of boredom may de-animate children in such a fashion as to prevent them from wanting to explore and create real-world experiences for themselves, particularly outside their rooms, houses, and schools. As Steiner-Adair wrote, “If they become addicted to playing on screens,12 children will not know how to move through that fugue state they call boredom, which is often a necessary prelude to creativity.” It would be an intellectual shame to think that in the spirit of giving our children as much as we can through the many creative offerings of the latest, enhanced e-books and technological innovations, we may inadvertently deprive them of the motivation and time necessary to build their own images of what is read and to construct their own imaginative off-line worlds that are the invisible habitats of childhood. Such cautions are neither a matter of nostalgic lament nor an exclusion of the powerful, exciting uses of the child’s imagination fostered by technology. We will return to such uses a little later. Nor should worries over a “lost childhood” be dismissed as a cultural (read Western) luxury. What of the real lost childhoods? one might ask, in which the daily struggle to survive trumps everything else? Those children are never far from my thoughts or my work every day of my life.

Psychologists call this natural tendency to be selective in both our memory and our perception confirmation bias. People with strong convictions often take confirmation bias to a level known as motivated reasoning. The more evidence one presents against their belief, the more motivated they become to refute the evidence and defend their conviction.

The romantic notion of "opposites attract" works well in fairy tales. However, science proves that "like attracts like" for healthy communication and successful relationships. Social psychologists have long relied upon the "Similarity Attraction Theory" to explain why we are more positively inclined toward people who are the most like ourselves. Similarity reduces uncertainty and gives us a comforting degree of psychological safety. It is no wonder, then, that "birds of a feather flock together." Our tribe understands our vibe.

The identification of talent may be the wrong place to start. For many years, psychologists believed that in any domain, success depended on talent first and motivation second.

We can't trust the evening news. We can't trust our politicians. Our universities, the gateway to a better life, are rigged against us. We can't get jobs. You can't believe these things and participate meaningfully in society. Social psychologists have shown that group belief is a powerful motivator in performance. When groups perceive that it's in their interest to work hard and achieve things, members of that group outperform other similarly situated individuals. It's obvious why: If you believe that hard work pays off, then you work hard; if you think it's hard to get ahead even when you try, then why try at all?

St. John would say that the natural working of the faculties is not adequate to attain to union with God, and the beginner is drawn to spiritual exercises as much by the satisfaction as by any purely spiritual motives. For the psychologist, even while he is refraining from making any judgment about the religious object, is often painfully aware that if interior experiences are viewed as if they had nothing to do with the overall dynamics of the psyche, then their recipient runs the risk of damaging his psychic balance. If temptations must be seen only as the direct working of the devil and inspirations and revelations the direct working of the Holy Spirit, then the totality of the psyche and the flow of its energy will be misunderstood. The biggest danger to the beginner experiencing sensible fervor, or any other tangible phenomenon, is that they will equate their experience purely and simply with union with God. The very combination of genuine spiritual gifts and how these graces work through the psyche creates a sense of conviction that this, indeed, is the work of God, but this conviction is often extended to deny the human dimension as if any participation by the psyche is a denial of divine origin. The beginner, then, can become impervious to psychological and spiritual advice. The sense of consolation, the feeling of completion, the visions seen, or the voices heard, the tongue spoken, or the healings witnessed, are all identified with the exclusive direct action of God as if there were no psyche that received and conditioned these inspirations. This same attitude is then carried over into daily life and how God's action is viewed in this world. If God is so immediately present, miracles must be taking place daily. God must be intervening day-by-day, even in the minor mundane affairs of the recipients of His Spirit. This does not mean that genuine miracles do not take place, nor that genuine inspirations do not play a role in daily life, but rather, if we believe that they are conceptually distinguishable from the ordinary working of consciousness, we run the risk of identifying God's action with our own perceptions, feelings and emotions. The initial conversion state, precisely because of the degree of emotional energy it is charged with, is often clung to as if the intensity of this energy is a guarantee of its spiritual character. As beginners under the vital force of these tangible experiences we take up an attitude of inner expectancy. We look to a realm beyond the arena of the ego and assume that what transpires there is supernatural. We reach and grasp for interior messages. Thus arises a real danger of misinterpreting what we perceive. What Jung says about the inability to discern between God and the unconscious at the level of empirical experience is verified here. We run the risk of confusing the spiritual with the psychic, our own perceptions with God Himself. An even greater danger is that we will erect this kind of knowledge into a whole theology of the spiritual life, and thus judge our progress by the presence of these phenomena. “The same problem can arise in a completely different context, which could be called a pseudo-Jungian Christianity. In it the realities of the psyche which Jung described are identified with the Christian faith. Thus, at one stroke a vivid sense of experience, even mysticism, if you will, arises. The numinous experience of the unconscious becomes equivalent to the workings of the Holy Spirit. Dreams and the psychological events that take place during the process of individuation are taken for the stages of the life of prayer and the ascent of the soul to God by faith. But this mysticism is no more to be identified with St. John's than the previous one of visions and revelations.

Each week Christians contend with the pressures of strained budgets, stressful jobs, sickly bodies, and fragile relationships. Consequently, more is needed on the Lord’s Day than mere enthusiasm from a motivational speaker. More is needed than a fresh set of techniques from the latest pop-psychologist. It is the voice of the living Christ that people need to hear through the preaching of the evangelical scripture: to sense the power and efficacy of the Spirit most sensibly accompanying the word.2 ARTURO G. ARZUDIA III

Positive Thinking will help you maintain a healty mindset and achieve a new perspective in your daily life. How? Well, did you know that you can increase your chances of succeeding in anything you do by just thinking positively? In order for your life to be fulfilling and happy, you have to be optimistic and develop good idn live vibes. In fact, most psychologists recommend positive thinking for good mental health. You may have probably heard of this idea but dismissed it. Truth is, it holds water. Besides helping improve your mental health and general wellness, positive thinking helps boost your confidence and improves the relationships you have with other people. There are many ways to improve your mindset. One way is to associate with positive people or others who carry good attitudes, and who will keep encouraging you even when you fail. You can also maintain positivity by being enthusiastic even when you feel dull. Additionally, reading uplifting quotes can inspire you to be optimistic. In that respect, below are some inspiring positive thinking quotes and proverbs to help you achieve a new perspective.

Is there an evolutionary consequence to this distinctive quality of story? Researchers have imagined so. We prevailed, in large part, because we are an intensely social species. We are able to live and work in groups. Not in perfect harmony, but with sufficient cooperation to thoroughly upend the calculus of survival. It is not just safety in numbers. It is innovate, participate, delegate, and collaborate in numbers. And essential to such successful group living are the very insights into the variety of human experience we’ve absorbed through story. As psychologist Jerome Bruner noted, “We organize our experience and our memory of human happenings mainly in the form of narrative,”37 leading him to doubt that “such collective life would be possible were it not for our human capacity to organize and communicate experience in narrative form.”38 Through narrative we explore the range of human behavior, from societal expectation to heinous transgression. We witness the breadth of human motivation, from lofty ambition to reprehensible brutality. We encounter the scope of human disposition from triumphant victory to heartrending loss. As literary scholar Brian Boyd has emphasized, narratives thus make “the social landscape more navigable, more expansive, more open with possibilities,” instilling in us a “craving for understanding our world not only in terms of our own direct experience, but through the experiences of others—and not only real others.”39 Whether told through myths, stories, fables, or even embellished accounts of daily events, narratives are the key to our social nature. With math we commune with other realities; with story we commune with other minds.

Psychologists have long pointed to self-actualization as the pinnacle of Abraham Maslow’s hierarchy of human needs. However, Maslow discovered later in his life that he was wrong.29 There was, in fact, a deeper motivation, which he called transcendence—a commitment to the greater good. “The fully developed (and very fortunate) human being, working under the best conditions tends to be motivated by values which transcend his self.”30 This theory went beyond the ego self to encompass our relationship to one another and the bigger world that we are a part of. Of course that is not the version we hear most often in the field of psychology. Nor do we hear that much of Maslow’s work was influenced by the wisdom of the Siksika Nation (a part of the Blackfoot confederacy in Canada), who understood one’s needs not as hierarchical but as circular and contextual at the levels of self, community, and culture equally.31

Psychologists have shown, for example, that priming people with settling down in a city vs. visiting it briefly immediately evokes different preferences: settling down causes people to facultatively value loyal friends, while shorter visits spark more egalitarian motivations. Meanwhile, research also points to developmental effects: young adults who moved geographically as children make less of a distinction between friends and strangers. Overall, greater residential mobility and more relational freedom (i.e., fewer constraints on new relationships) lead individuals to form larger social networks, favor new experiences, prefer novelty, and perhaps even think more creatively (see Appendix C).23

If we were to make a list of the goals that are most important in life, surely the desire for close relationships, success in life (e.g., a career), and power would make most people’s short list. There is a long tradition in personality psychology of studying these three motives; indeed, psychologists such as H. A. Murray and David McClelland have argued that people’s level of needs for affiliation, achievement, and power are major components of human personality. There is growing evidence that these motives are an important part of the personality of the adaptive unconscious. Murray and McClelland assumed that these basic motives are not necessarily conscious and must therefore be measured indirectly. They advocated the use of the Thematic Apperception Test (TAT), in which people make up stories about a set of standard pictures, and these stories are then coded for how much of a need for affiliation, power, or achievement people expressed. Other researchers have developed explicit, self-report questionnaires of motives, with the assumption that people are aware of their motives and can freely report them. A controversy has ensued over which measure of motivation is the most valid: the TAT or self-report questionnaires. The answer, I suggest, is that both are valid measures but tap different levels of motivation, one that resides in the adaptive unconscious and the other that is part of people’s conscious explanatory system. David McClelland and his colleagues made this argument in an influential review of the literature. First, they noted that the self-report questionnaires and the TAT do not correlate with each other. If Sarah reports on a questionnaire that she has a high need for affiliation, we know virtually nothing about the level of this need that she will express, nonconsciously, on the TAT. Second, they argued that both techniques are valid measures of motivation, but of different types. The TAT assesses implicit motives, whereas explicit, self-report measures assess self-attributed motives.

Meyer summarizes his code of honor as “(1) Show up. (2) Work hard. (3) Be kind. (4) Take the high road.” As he contributed in ways that revealed his skills without spawning jealousy, colleagues began to admire and trust his comedic genius. “People started to see him as somebody who wasn’t just motivated personally,” Tim Long explains. “You don’t think of him as a competitor. He’s someone you can think of on a higher plane, and can trust creatively.” Carolyn Omine adds, “Compared to other writers’ rooms I’ve been in, I would say The Simpsons tends to look longer for jokes. I think it’s because we have writers, like George, who will say, ‘No, that’s not quite right,’ even if it’s late, even if we’re all tired. I think that’s an important quality. We need those people, like George, who aren’t afraid to say, ‘No, this isn’t good enough. We can do better.’” In a classic article, the psychologist Edwin Hollander argued that when people act generously in groups, they earn idiosyncrasy credits—positive impressions that accumulate in the minds of group members. Since many people think like matchers, when they work in groups, it’s very common for them to keep track of each member’s credits and debits. Once a group member earns idiosyncrasy credits through giving, matchers grant that member a license to deviate from a group’s norms or expectations. As Berkeley sociologist Robb Willer summarizes, “Groups reward individual sacrifice.” On The Simpsons, Meyer amassed plenty of idiosyncrasy credits, earning latitude to contribute original ideas and shift the creative direction of the show. “One of the best things about developing that credibility was if I wanted to try something that was fairly strange, people would be willing to at least give it a shot at the table read,” Meyer reflects. “They ended up not rewriting my stuff as much as they had early on, because they knew I had a decent track record. I think people saw that my heart was in the right place—my intentions were good. That goes a long way.

In The Talent Code, Daniel Coyle writes that “From a scientific perspective, it was as if the researchers had traced the lineage of the world’s most beautiful swans back to a scruffy flock of barnyard chickens.” Over time, even without an expert teacher at the outset, the pianists managed to become the best musicians in the world. The pianists gained their advantage by practicing many more hours than their peers. As Malcolm Gladwell showed us in Outliers, research led by psychologist Anders Ericsson reveals that attaining expertise in a domain typically requires ten thousand hours of deliberate practice. But what motivates people to practice at such length in the first place? This is where givers often enter the picture.

For many years, psychologists believed that in any domain, success depended on talent first and motivation second. To groom world-class athletes and musicians, experts looked for people with the right raw abilities, and then sought to motivate them. If you want to find people who can dunk like Michael Jordan or play piano like Beethoven, it’s only natural to start by screening candidates for leaping ability and an ear for music. But in recent years, psychologists have come to believe that this approach may be backward.

Psychologists have correctly said that “when one is truly ready for a thing, it puts in its appearance.

Cognitive psychologists have long suggested that people fit into different learning styles, yet neuroscience does not support this notion (Sousa & Tomlinson, 2011).

The participants were twenty-six men engaged in a variety of professional occupations: sixteen engineers, one engineer-physicist, two mathematicians, two architects, one psychologist, one furniture designer, one commercial artist, one sales manager, and one personnel manager. At the time of the study, there were few women in senior scientific positions, and none was found who wished to participate. Nineteen of the subjects had no previous experience with psychedelics. They were selected on the basis of the following criteria: The participant’s occupation required problemsolving ability. The participant was psychologically stable, as determined by a psychiatric interview examination. The participant was motivated to discover, verify, and apply solutions within his current employment. Six groups of four and one group of three met in the evening several days before the session.a The sequence of events to be followed was explained in detail. In this initial meeting, we sought to allay any apprehension and establish rapport and trust among the participants and the staff.

Some psychologists and philosophers are distrustful of the concept of self. They argue against it because they do not like separating man from the continuum with animals, and they believe the concept of the self gets in the way of scientific experimentation. But rejecting the concept of “self” as “unscientific” because it cannot be reduced to mathematical equations is roughly the same as the argument two and three decades ago that Freud’s theories and the concept of “unconscious” motivation were “unscientific.” It is a defensive and dogmatic science—and therefore not true science—which uses a particular scientific method as a Procrustean bed and rejects all forms of human experience which don’t fit.

America, we believe that praising kids for how smart they are builds their confidence and motivation to learn. We are rather obsessed with the idea of talent and genius and innate abilities. We freely praise our children and others because we think it is helpful. But three decades of research done by Stanford psychologist Carol S. Dweck has proven otherwise.

punishment is not the best way to motivate yourself to do things. Psychologists know this well: punishment almost inevitably leads to negative behavior in the long run. A much better way to promote consistently good behavior is to use positive reinforcement. This is a fact of human nature, and a lesson we should take from the natural world.

Why do some of us work hard and some of us sit on our asses all day? Dan Pink, a New York Times and Wallstreet Journal bestselling author, argues that there are three main motivators―and they’re not what you think. Money doesn’t make the list. In fact, money can be a demotivator. It turns out that once you get beyond work that only requires rudimentary cognitive skill, higher monetary rewards are inversely related to performance. Instead, emotion becomes the driving force. More specifically, Pink defines the three main motivators as autonomy, mastery, and purpose.2 This has been backed up by numerous scientific studies. Here’s one: “Psychologists Teresa Amabile and Steven Kramer interviewed over 600 managers and found a shocking result. 95 percent of managers misunderstood what motivates employees. They thought what motivates employees was making money, getting raises and bonuses. In fact, after analyzing over 12,000 employee diary entries, they discovered that the number one work motivator was emotion, not financial incentive: It’s the feeling of making progress every day toward a meaningful goal.”3 Consider what this means. If you aren’t hardworking, maybe it’s not because you’re lazy, but because you hate what you’re working on! I believe there’s a hustler in all of us. It isn’t about your genetic makeup. It’s about your environment and the emotional state in which you’re operating. If you’re having trouble getting up in the morning and going to work, there’s a good chance you’d be happier hustling. You just need to find the right thing to be hustling toward, and the right people to support you. If you had all the free time in the world, what would you want to master? What would give you a sense of purpose? What would make your heart beat a little louder? The hustle is somewhere inside you. You just have to find it and set it free.

Renowned psychologist David McClelland of Harvard wrote about three basic motivators in people’s work: need for achievement, need for affiliation, and need for power. Most successful business professionals’ scores on these three motivations form something of a checkmark. They tend to be moderately highly motivated by a need for achievement, not much motivated by need for affiliation, and highly motivated by a need for power. The meritocrat, by contrast, is very highly oriented toward achievement, moderately highly motivated by need for affiliation, and almost negatively motivated by need for power. That

It is regrettable that many Christian psychologists talk more about such things as unconscious motivation and emotional damage than they do about sin and responsibility.

According to the “universality studies” conducted by psychologists Paul Ekman, Carroll Izard, and Friesen (1969-1972), the words Happiness. Fear. Anger. Sadness. Contempt. Surprise. Disgust. describe the natural expressions of emotion shared by the entire human race.

The same researchers also wanted to know why red hampers academic performance. It turns out that the color red activates the right hemisphere of the frontal cortex, a pattern of brain activity that typically indicates avoidance motivation. Avoidance motivation is the technical term for a state in which you’re more concerned with avoiding failure than you are with achieving success. It’s a distracting state of mind that all but guarantees poorer performance when you’re trying to solve questions that require insight and mental effort. Psychologists have also shown that people literally recoil from the color red, leaning slightly farther backward in their seats when they’re about to begin a test with a red rather than green cover. None of these effects occurs consciously, but when they occur together it becomes clear why the color red can be so damaging in academic contexts.

When you realize at an early age that you’re a little bit different, you try to figure out why. You quickly try to understand why you think the way you think, and why other people think and behave the way they do. I look back now and realize I was almost like a psychologist or anthropologist, experimenting and forming my own hypotheses, trying to make sense of everything and trying to understand the motivations behind the differences.

Ever wonder why lawyers, as a group, are so miserable? Some social scientists have—and they’ve offered three explanations. One involves pessimism. Being pessimistic is almost always a recipe for low levels of what psychologists call “subjective well-being.” It’s also a detriment in most professions. But as Martin Seligman has written, “There is one glaring exception: pessimists do better at law.” In other words, an attitude that makes someone less happy as a human being actually makes her more effective as a lawyer.11 A second reason: Most other enterprises are positive-sum. If I sell you something you want and enjoy, we’re both better off. Law, by contrast, is often (though not always) a zero-sum game: Because somebody wins, somebody else must lose. But the third reason might offer the best explanation of all—and help us understand why so few attorneys exemplify Type I behavior. Lawyers often face intense demands but have relatively little “decision latitude.” Behavioral scientists use this term to describe the choices, and perceived choices, a person has. In a sense, it’s another way of describing autonomy—and lawyers are glum and cranky because they don’t have much of it.

Our conscious motivations, ideas, and beliefs are a blend of false information, biases, irrational passions, rationalizations, prejudices, in which morsels of truth swim around and give the reassurance albeit false, that the whole mixture is real and true. The thinking processes attempt to organize this whole cesspool of illusions according to the laws of plausibility. This level of consciousness is supposed to reflect reality; it is the map we use for organizing our life. —Erich Fromm, German psychologist and psychoanalyst

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

Even supermotivated people who’re working to exhaustion may not be doing deliberate practice. For instance, when a Japanese rowing team invited Olympic gold medalist Mads Rasmussen to come visit, he was shocked at how many hours of practice their athletes were logging. It’s not hours of brute-force exhaustion you’re after, he told them. It’s high-quality, thoughtful training goals pursued, just as Ericsson’s research has shown, for just a few hours a day, tops. Noa Kageyama, a performance psychologist on the faculty of the Juilliard School of Music, says he’s been playing the violin since he was two but didn’t really start practicing deliberately until he was twenty-two. Why not? There was no lack of motivation—at one point, young Noa was taking lessons with four different teachers and, literally, commuting to three different cities to work with them all. Really, the problem was just that Noa didn’t know better. Once he discovered there was an actual science of practice—an approach that would improve his skills more efficiently—both the quality of his practice and his satisfaction with his progress skyrocketed. He’s now devoted himself to sharing that knowledge with other musicians.

Fortune may favor the brave guppy, but what if you aren't a risk-taker by nature? According to psychologists Tory Higgins and Heidi Grant Halvorson, people can be divided into two personality categories: those who are promotion focused and those who are prevention focused.13 Those whose motivation is promotion focused are comfortable taking chances, like to work quickly, dream big, and think creatively: they are natural risk-takers, focused on maximizing gain. In contrast, people who are prevention focused tend to concentrate on staying safe, work slowly and meticulously, worry what might go wrong if they aren't careful enough, and focus on preserving what they have. So for the risk averse who are trying to convince themselves to try something new, the trick is not to focus on what will be gained by venturing forth, but to instead focus on what might be lost by standing still. For example, if I'm a really prevention-focused person thinking about asking for a promotion, I shouldn't try to psych myself up for it by imagining all the accolades I might win or the new projects I might take on. I should focus on what I might miss out on—the great projects I might not get assigned to, or the money I'm leaving on the table.

many psychologists and economists have found that the correlation between money and happiness is weak—that past a certain (and quite modest) level, a larger pile of cash doesn’t bring people a higher level of satisfaction.

In the U.S., many parents believe that praising kids for how smart they are builds their confidence and motivation to learn. American parents tend to freely praise their children and others, believing it helps their confidence and development. But three decades of research done by Stanford psychologist Carol S. Dweck has proven otherwise. Praise is closely connected to how kids view their intelligence. If they are constantly praised for being naturally smart, talented, or gifted (sound familiar?), they develop what is called a “fixed” mind-set (their intelligence is fixed and they have it). In contrast, children who are told that their intelligence can be developed with work and education develop a growth mind-set (they can develop their skills because they are working very hard). Dweck’s findings show that kids who have a fixed mind-set, who have constantly been told they are smart, tend to care first and foremost about how they will be judged: smart or not smart. They become afraid to have to exert too much effort because effort makes them feel dumb. They believe that if you have the ability, you shouldn’t need to put in the effort. And since they have always been told they have the ability, they are afraid that by needing to really try hard to do something they will lose their status as “smart.

If they were singled out by their coaches, it was not for unusual aptitude but unusual motivation. That motivation wasn’t innate; it tended to begin with a coach or teacher who made learning fun. “What any person in the world can learn, almost all persons can learn,” the lead psychologist concluded, “if provided with appropriate . . . conditions of learning.

When Benny is ready to start learning a new language, he sets an ambitious goal: to make at least 200 mistakes a day. He measures his progress by the number of errors he makes. “The more mistakes you make, the faster you will improve and the less they will bother you,” he observes. “The best cure to feeling uncomfortable about making mistakes is to make more mistakes.” Along the way, Benny has put himself in some awkward positions. He’s introduced himself with the wrong gender, said he was attracted to a bus, and accidentally complimented someone for having a nice arse. But he doesn’t beat himself up, because his goal is to make mistakes. Even when he fumbles, people generally commend him for making an effort. And that motivates him to keep trying. Psychologists call that cycle learned industriousness. When you get praised for making an effort, the feeling of effort itself starts to take on secondary reward properties.33 Instead of having to push yourself to keep trying, you feel pulled toward it.

Psychologists Joey Sprague and David Quadagno surveyed women from twenty-two to fifty-seven years of age and found that among those under thirty-five, 61 percent of the women said their primary motivation for sex was emotional, rather than physical. But among those over thirty-five, only 38 percent claimed their emotional motivations were stronger than the physical hunger for contact.

In 1943, psychologist Abraham Maslow proposed a famous theory, known today as Maslow’s hierarchy of needs,4 to explain human motivation. The basic idea is that certain needs trump others and you must satisfy lower-level needs before focusing on higher-level ones.

Dostoyevsky became concerned with motivation, with the curious machinations of the mind. He was a psychologist before psychology existed, and his observations were acute and universal.

In 2012, psychologists Richard West, Russell Meserve, and Keith Stanovich tested the blind-spot bias—an irrationality where people are better at recognizing biased reasoning in others but are blind to bias in themselves. Overall, their work supported, across a variety of cognitive biases, that, yes, we all have a blind spot about recognizing our biases. The surprise is that blind-spot bias is greater the smarter you are. The researchers tested subjects for seven cognitive biases and found that cognitive ability did not attenuate the blind spot. “Furthermore, people who were aware of their own biases were not better able to overcome them.” In fact, in six of the seven biases tested, “more cognitively sophisticated participants showed larger bias blind spots.” (Emphasis added.) They have since replicated this result. Dan Kahan’s work on motivated reasoning also indicates that smart people are not better equipped to combat bias—and may even be more susceptible. He and several colleagues looked at whether conclusions from objective data were driven by subjective pre-existing beliefs on a topic. When subjects were asked to analyze complex data on an experimental skin treatment (a “neutral” topic), their ability to interpret the data and reach a conclusion depended, as expected, on their numeracy (mathematical aptitude) rather than their opinions on skin cream (since they really had no opinions on the topic). More numerate subjects did a better job at figuring out whether the data showed that the skin treatment increased or decreased the incidence of rashes. (The data were made up, and for half the subjects, the results were reversed, so the correct or incorrect answer depended on using the data, not the actual effectiveness of a particular skin treatment.) When the researchers kept the data the same but substituted “concealed-weapons bans” for “skin treatment” and “crime” for “rashes,” now the subjects’ opinions on those topics drove how subjects analyzed the exact same data. Subjects who identified as “Democrat” or “liberal” interpreted the data in a way supporting their political belief (gun control reduces crime). The “Republican” or “conservative” subjects interpreted the same data to support their opposing belief (gun control increases crime). That generally fits what we understand about motivated reasoning. The surprise, though, was Kahan’s finding about subjects with differing math skills and the same political beliefs. He discovered that the more numerate people (whether pro- or anti-gun) made more mistakes interpreting the data on the emotionally charged topic than the less numerate subjects sharing those same beliefs. “This pattern of polarization . . . does not abate among high-Numeracy subjects. Indeed, it increases.” (Emphasis in original.) It turns out the better you are with numbers, the better you are at spinning those numbers to conform to and support your beliefs.

Being pessimistic is almost always a recipe for low levels of what psychologists call “subjective well-being.” It’s also a detriment in most professions. But as Martin Seligman has written, “There is one glaring exception: pessimists do better at law.

Adam Grant has been the top-rated professor at the Wharton School of the University of Pennsylvania for seven years. As an organizational psychologist, he is a leading expert on how we can find motivation and meaning, and live more generous and creative lives.