Today\u2019s Goals<\/p>\n

\n
• Mini review: Self-compassion, self-esteem<\/li>\n
• Consider cultural differences in the self (catch-up)<\/li>\n
• Understand ability, interests, and drive, and how they combine to produce accomplishment<\/li>\n
• Understand the cognitive, personality, and environmental approaches to creativity<\/li>\n<\/ul>\n

   <\/p>\n

  Mini-Review<\/p>\n

  \n
  • What are some of the desirable things that correlate with self-esteem? Positive, life satisfaction<\/li>\n
  • What are some desirable things that do not consistently correlate with self-esteem? Drug use, drinking, sex, etc.<\/li>\n<\/ul>\n

    Not consistently correlated<\/p>\n

    \n
    • What are the three components of self-compassion?<\/li>\n<\/ul>\n

      Common humanity, treat self with kindness, take mindful approach to the negative aspects of the self<\/p>\n

      \n
      • How is self-compassion different than self-esteem?<\/li>\n<\/ul>\n

        SE: more narcissistic, evaluation (comparison to others), times of failure are distorted, negative reaction SC: connect you with others, common humanity, gives buffer in times of failure<\/p>\n

         <\/p>\n

        Accomplishment<\/p>\n

        \n
        • Depends on\n
          \n
          • Ability\/Intelligence (cognitive) o Interests (affective) o Mastery\/Drive (conative)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

            Drive – have good plans, good energy levels, really working hard toward whatever goals<\/p>\n

            Business\/academic success, art\/expression, occupational attainment, income level<\/p>\n

            \n
            • Person and Environment fit<\/li>\n<\/ul>\n

              Good fit between everything that an individual finds themselves in<\/p>\n

               <\/p>\n

              Overall chart – ultimate goal to reach tenure (in life goals)<\/em><\/p>\n

               <\/p>\n

              Ability<\/p>\n

              \n
              • 3 general areas<\/li>\n<\/ul>\n
                \n
                1. Spatial-Mechanical<\/li>\n
                2. Verbal-Linguistic<\/li>\n
                3. Numerical-Quantitative<\/li>\n<\/ol>\n

                   ‘g’: general intelligence – combination to the extent that there is one ability, one factor<\/p>\n

                   As you move toward the center, complexity increases<\/p>\n

                   \n
                   • Piaget, \u2018Intelligence is what you use when you don\u2019t know what to do.\u2019<\/li>\n
                   • \u201cGeneral mental ability represents the complexity\/ sophistication of a person\u2019s intellectual repertoire.\u201d Abstraction – different ways ability can be applied to different things<\/li>\n
                   • More \u2018g\u2019 predicts greater accomplishment, even at very high levels (top 1%)<\/li>\n<\/ul>\n

                     Correlates of \u2018g\u2019<\/p>\n\n\n\n\n\n\n\n\n\n\n

                     Educational Achievement<\/td>\n	.70-.80<\/td>\n<\/tr>\n
                     Work Performance<\/td>\n	.20-.60<\/td>\n<\/tr>\n
                     Income<\/td>\n	.30-.40<\/td>\n<\/tr>\n
                     Criminal Behaviour<\/td>\n	-.20<\/td>\n<\/tr>\n
                     SES Origin<\/td>\n	.40<\/td>\n<\/tr>\n
                     SES<\/td>\n	.50-.70<\/td>\n<\/tr>\n
                     Assortative Mating<\/td>\n	.50<\/td>\n<\/tr>\n
                     Interests<\/td>\n	.20-.30<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Correlations across the full spectrum of ability<\/p>\n General Intelligence: results of these tests<\/p>\n Strong correlation with educational achievement \u2022 Specific pattern of abilities important Seems to be important to prediction as well<\/p>\n \n STEM fields have especially high math ability Science, Technology, Engineering, Medicine<\/li>\n \u2018g\u2019 predicts magnitude of accomplishment More ability seems good for accomplishment<\/li>\n Ability type predicts field<\/li>\n<\/ul>\n Tends to predict what field you’re in<\/p>\n Ability gradient with the STEM fields doing better on standardized tests<\/p>\n STEM fields find visual abilities to be much lower in comparison with the other fields, while spatial and math abilities stay much higher<\/p>\n  <\/p>\n Interests<\/p>\n  <\/p>\n Represents 2 common models<\/p>\n \n 6 domains of interest<\/li>\n 2 dimensional approach – things vs. people<\/li>\n<\/ol>\n  <\/p>\n Mastery<\/p>\n \n Compare this to intuitions about \u2018interests\u2019, but a distinct idea<\/li>\n Think:\n \n zeal, will, grit, industriousness o drive, energy, tempo<\/li>\n<\/ul>\n<\/li>\n Extreme accomplishment involves hard work o (and long hours)<\/li>\n<\/ul>\n  <\/p>\n Correspondence between these things is what leads to satisfaction or satisfactoriness (objectively good)<\/p>\n If interests fit well with that is expected of you and how you are rewarded If your abilities fit well with what abilities are required from you<\/p>\n  <\/p>\n For more thought\u2026<\/p>\n \n Compare these findings to recent debates in media about standardized tests, intelligence, \u2018grit\u2019, etc.<\/li>\n What are the implications of these findings for career selection?<\/li>\n What are the implications of these findings for well-being?\n \n Might it differ depending on the facet of well-being considered?<\/li>\n<\/ul>\n<\/li>\n What about \u2018creativity\u2019?<\/li>\n<\/ul>\n  <\/p>\n \n Nov 11 – <\/em><\/li>\n<\/ul>\n  <\/p>\n Creativity<\/p>\n \n little c- creativity (personal) big C- Creativity (consensual) \u2022 Criteria for creativity: o originality (unique); o usefulness ;\n \n surprising (not obvious, even if new) o (need some of all)<\/li>\n<\/ul>\n<\/li>\n Cognitive, Personality, and Social approaches<\/li>\n<\/ul>\n  <\/p>\n Creativity: Cognitive<\/p>\n \n Divergent Thinking<\/li>\n<\/ul>\n Thinking about things in new\/unusual ways<\/p>\n \n Reduced \u2018latent inhibition\u2019<\/li>\n<\/ul>\n Block out unusual\/crazy ideas – helpful to creativity Associated with things like schizophrenia, etc.<\/p>\n \n Remote Associates Test<\/li>\n<\/ul>\n Get 3 words – job is to come up with the one common theme or one word that can be paired with those 3 o Fish\/Mine\/Rush o Back\/Step\/Screen o Cottage\/Swiss\/Cake<\/p>\n \n Unusual uses; \u2018what makes sound?\u2019<\/li>\n<\/ul>\n Unusual Uses Task: give participants opportunity to generate possible creative answersT o number, originality, flexibility across categories, elaboration\/detail<\/p>\n  <\/p>\n Creativity: Personality<\/p>\n \n Link with Openness<\/li>\n<\/ul>\n More likely to pay attention to distracting information<\/p>\n \n Link with IQ & expertise<\/li>\n Link with mental illness<\/li>\n<\/ul>\n Link with craziness o Mad genius paradox: tend to have less average mental health issues<\/p>\n Individuals at the most creative end tend to experience more mental health issues (more prone to mental illness)<\/p>\n  <\/p>\n Creativity: Environment<\/p>\n \n Norm violation o Actual vs. vicarious experience in virtual reality o g., making breakfast as usual or not<\/li>\n Multicultural experiences o Moderated by openness<\/li>\n<\/ul>\n Broad cultural factors o E.g., dark ages vs. golden ages<\/p>\n","protected":false},"excerpt":{"rendered":" Today\u2019s Goals Mini review: Self-compassion, self-esteem Consider cultural differences in the self (catch-up) Understand ability, interests, and drive, and how they combine to produce accomplishment Understand the cognitive, personality,… Continue Reading Accomplishment and Creativity<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[116],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4550"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4550"}],"version-history":[{"count":1,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4550\/revisions"}],"predecessor-version":[{"id":4833,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4550\/revisions\/4833"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4550"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4550"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4550"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}