• americans are inundated with materialistic role models every day: from advertisements which highlight materialistic themes, to celebrity culture which glorifies the rich and frivolous, to business culture in which we are told our dreams should be to be rich and powerful.Cognitive learning theory in the classroom gratitude helps by reducing our tendency to compare ourselves to those with a higher social status.

• those who are insecure, that is, those that have not had their basic psychological needs met (e.G.Cognitive learning theory in the classroom those who lack confidence, come from a poor background, or had unsupportive parents), are more likely to be materialistic. Gratitude is an effective strategy for reducing insecurity.Cognitive learning theory in the classroom A grateful emotion is triggered when we perceive an act of benevolence directed towards us. Those who are dispositionally ungrateful are therefore less likely to perceive acts of benevolence, even if they are surrounded by a loving environment.Cognitive learning theory in the classroom flipped around, those who cultivate an attitude of gratitude are more likely to perceive an environment of benevolence, which in turn causes their brains to assume they are in an environment full of social support, which in turn kills insecurity and materialism.Cognitive learning theory in the classroom

This is likely because an attitude of envy and an attitude of gratitude are largely incompatible. Just like it is impossible to feel optimistic and pessimistic at the same time, gratitude is the act of perceiving benevolence, while envy and jealousy is the act of perceiving inadequacy.Cognitive learning theory in the classroom benevolence and inadequacy cannot be completely perceived at the same time.

Gratitude and positive emotion in general are among the strongest relaxants known to man.Cognitive learning theory in the classroom I was having trouble sleeping a few nights ago because I was too stressed and couldn’t relax. I’ll be honest, for the few minutes that I was able to hold feelings of gratitude I almost fell asleep, but holding feelings of gratitude is hard!Cognitive learning theory in the classroom in this case, too hard – I ended up getting out of bed.

Gratitude may be just as or even more effective than relaxation methods such as deep breathing, but because it is also more difficult, is unfeasible as an actual relaxation technique.Cognitive learning theory in the classroom think of it like tea – one or two cups help you relax – three of four make you want to empty your bladder. But it could just be me. Perhaps you’ll find practices of gratitude more natural and easy.Cognitive learning theory in the classroom

In one study, participants were asked to write down those goals which they wished to accomplish over the next two months. Those who were instructed to keep a gratitude journal reported more progress on achieving their goals at the end of the study.Cognitive learning theory in the classroom one result doesn’t make science – what you should take away from this is that, at the least, gratitude will not make you lazy and passive. It might even do the opposite!Cognitive learning theory in the classroom

Decision making is really tiring – so tiring that we automate to our subconscious much of the reasoning that goes behind making a decision. Even for the most basic of decisions, like where to go eat, there are dozens of variables to consider: how much time and money do I want to spend, what cuisine would I like today, am I willing to travel far, what should I get once I get there, and so on.Cognitive learning theory in the classroom if you deliberated on each of these decisions one at a time, your mind would be overwhelmed.

In one study, doctors were given a list of ailments from a hypothetical patient and also given a misleading piece of information—that the patient had been diagnosed at another hospital as having lupus.Cognitive learning theory in the classroom half the doctors had gratitude evoked by giving them a token of appreciation. Those who did not receive a token of appreciation were more likely to stick with the incorrect diagnosis of lupus; those who did receive the gratitude were energized to expend more energy and to pay their gratitude forward onto their patient.Cognitive learning theory in the classroom they also considered a wider range of treatment options.

Those who are insecure have difficulty focusing because many of their mental resources are tied up with their worries.Cognitive learning theory in the classroom on the other hand, those who are highly confident are able to be more productive, because they can direct more of their focus towards their work.Cognitive learning theory in the classroom this operates at both a conscious and subconscious level – we may be getting mentally distracted by our worries, or more commonly, parts of our subconscious mind are expending energy to suppress negative information and concerns.Cognitive learning theory in the classroom z1