OCT 9

12: OCT 9

Assigned

• Gilbert, C8, “Paradise Glossed” (21)
• Gilbert, C9, “Immune to Reality” (23)

In-class

• SW2

Gilbert, Chapter 8: Paradise Glossed

• Opening examples of people "re-narrating" horrible events in their lives, including wrongdoing and public humiliation. Asymmetry between people's estimates of misfortune (loss of ability) and estimates of people in those situations.

• "If negative events don't hit us as hard as we expect them to, then why do we expect them to?" Interested in discrepancy between cs forecast and actual experience.

• Suggests that the process of creating and attending to meanings is crucial (154-155). Evidence from examples of mind actively interpreting/seeing stimuli through mental structures like the “letterbox” (The Cat). Or Necker cube. (1) We respond, in part, to our own representations of reality. (Recall the Truck cubby hole perspective taking experiment)

• Definers and self-rating study (159). importance of relative complexity of experience (over visual illusions). (2) Complexity creates ambiguity which we exploit with narrative Kale and ice cream study, 159. Our immediate experience can change our relative perceptions of arrays of other objects and experiences.

• major thesis on 160. (3) Once our experience becomes actual, our unconscious goes to work re-narrating the story with positive bias. A kind of "psychological immune system" (psychological investment system). (recall the poster study.) Interesting practical advice follows: You might be able to choose a more or less positive way of looking at situations that have ambiguous interpretations.

• You are trying to strike a balance between disabling self-criticism and panglossian self-delusion.see 162.

• We Cook the Facts (164): The mind needs something like a fact for belief, (but facts are not always readily available), so... it cooks the evidence. IQ test takers selection of article on IQ bias. By selecting sampling (attending to ads for the cars we bought), by conversational practices (not, "Am I the best lover..., but ....").

• Evidence that we cook the facts comes from situations in which there are symmetrical and predictable inconsistencies in a group's interpretation (sports fans 168), or studies that show that we select evidence that fits our views (169). (This is also the evidence that is moving some faculty to blind grading!)

Gilbert, Chapter 9: Immune to Reality (Openness to Investment in Reality)

• Clever Hans

• Confabulation: People are unaware of many influences on them, but when asked will create a story or reason that provides a plausible explanation other than the actual influence. Priming studies. Negative words flashed on screen produces more negative judgments. (note about being "strangers to ourselves" -- connects with Leary, Curse of Self)

• Thesis is that we also do this (exp uncs priming and confabulation) at the narrative level as well. “Because experience is inherently ambiguous, finding a positive view is like seeing a Necker cube differently.” 160.

• thesis on 174: Not only do we cook the facts, but we need to consume them in a way that doesn't reveal the fabrication or alteration. (One way that we become "strangers to ourselves" is that we need to conceal the fact that we're cooking the facts.)

• Looking forward/backward (recall examples from 153, in which we over-predict the effect of negative events): asymmetry in judgments of events when looked at prospectively and retrospectively. Thesis: We assume that the views looking forward and backward are symmetrical, but they are not. You won't value things the same way once events transpire, but the process of revaluation is largely hidden from us.

• You can see this asymmetry in the “Judge/Jury Rejection study”: prospectively we aren't aware that we'll more easily write off the judge's decision than the jury's. (176) -- key issue: if the explanation for the result is so obvious, why can't the test subjects anticipate it?
• great example of confabulation too. (Basically, we don't realize the jury decision threatens the immune system more.)

• Regret: when we blame ourselves for outcomes we might have anticipated. A kind of "personal liability" emotion. Sometimes useful. Problem of the number of things you didn't do. (research on p. 179: suggesting that we regret omissions more than commissions, though we predict that we'll regret commissions more.) Why is this? Gilbert's thesis: It's harder for the immune system to re-narrate an event that didn't happen. (Note on my “Philosophy of Regret” - and from morality - commission and omission.)

• Psychological Immune System: Very bad things trigger it more than slightly bad things. "it is sometimes more difficult to achieve a positive view of a bad experience than a very bad experience. Concept of "psychological investment" in initiation rites study (181). Triggers at work in the negative feedback study (182).

• Claims that we experience "sunk costs" in relationships. Trade offs between changing our experience and changing our view of our experience. Photo selection satisfaction study involving "escape" and "no escape" conditions p 184. Subjects in the escape condition were less satisfied with their choices. Yet test subjects asked which they would prefer say that want the escape option. (notice prospection/retrospection asymmetry)

• Speculative Theory about how we use explanations: "Explanations allow us to make full use of our experiences, but they also change the natures of those experiences." 186. beneficial effect of writing about trauma, simulated student study involving identified vs. unidentified admirers. 187. Happiness buzz lasts longer on unidentified (power of unexplained) . (Interesting implication for seeking "love from the world".) Suggested as support for theory. Unexplained events have bigger impact. Other studies suggest explanations can get in the way of emotional impact. Point: We respond to unexplained and mysterious events with higher interest and affect, even attributing great significance to them, but we also relentlessly try to explain things, thus diminishing their emotional impact. Example of research with Smile Society cards. Details may have detracted from positive impact. (Again, people think the card with the explanation will have higher impact.) "The price we pay for our irrepressible explanatory urge is that we often spoil our most pleasant experiences by making good sense of them." 191

SW2: Obstacles to Happiness (800 words)

• Stage 1: Please write an 800 word maximum answer to the following question by Tuesday, October 15th, 2023 11:59pm.

• Topic: Drawing on resources from both Wilson and Gilbert in Unit 2, what are the main obstacles to happiness? Explicate these problems using evidence (including from studies) from these authors (650 words). Then, identify the top three or four pieces of advice you have for addressing these obstacles (250 words). (Try not to disclose your identity in your writing.)

• Advice about collaboration: Collaboration is part of the academic process and the intellectual world that college courses are based on, so it is important to me that you have the possibility to collaborate. I encourage you to collaborate with other students, but only up to the point of sharing ideas, references to class notes, and your own notes, verbally. Collaboration is also a great way to make sure that a high average level of learning and development occurs in the class. The best way to avoid plagiarism is to NOT share text of draft answers or outlines of your answer. Keep it verbal. Generate your own examples.

• Prepare your answer and submit it in the following way. You will lose points if you do not follow these instructions:

1. To assure anonymity, you must remove your name from the the "author name" that you may have provided when you set up your word processing application. For instructions on removing your name from an Word or Google document, [click here].
2. Format your answer in double spaced text, in a typical 12 point font, and using normal margins. Do not add spaces between paragraphs and indent the first line of each paragraph.
3. Do not put your name in the file or filename. You may put your student ID number in the file. Always put a word count in the file. Save your file for this assignment with the name: HappinessObstacles.
4. To turn in your assignment, log into courses.alfino.org, click on the "1.2 SW2 Obstacles to Happiness" dropbox.
5. If you cannot meet a deadline, you must email me about your circumstances (unless you are having an emergency) before the deadline or you will lose points.

• Stage 2: Please evaluate four student answers and provide brief comments and a score. Review the Assignment Rubric for this exercise. We will be using the Flow and Content areas of the rubric for this assignment. Complete your evaluations and scoring by Saturday, October 19th, 2023, 11:59pm.

• To determine the papers you need to peer review, open the file called "#Key.xls" in the shared folder. You will see a worksheet with saint names in alphabetically order, along with animal names. Find your saint name and review the next four (4) animals' work below your animal name. If you get to the bottom of the list before reaching 4 animals, go to the top of the list and continue.

• Use this Google Form to evaluate four peer papers. Submit the form once for each review.

• Some papers may arrive late. If you are in line to review a missing paper, allow a day or two for it to show up. If it does not show up, go back to the key and review the next animal's paper, continuing until you get four reviews. Do not review more than four papers.

• Stage 3: I will grade and briefly comment on your writing using the peer scores as an initial ranking. Assuming the process works normally, most of my scores probably be within 1-2 points of the peer scores, plus or minus.

• Stage 4: Back-evaluation: After you receive your peer comments and my evaluation, take a few minutes to fill out this quick "back evaluation" rating form: [1]. Fill out the form for each reviewer, but not Alfino. You must do the back evaluation to receive credit for the whole assignment. Failing to give back-evaluations unfairly affects other classmates.

• Back evaluations are due TBD, 2023, 11:59pm.