Kang, S. K., & Inzlicht, M. (2014). Industrial and Organizational Psychology: Perspectives on Science and Practice, 7, 452-456.
Viewing entries tagged
stigma
Kang, S. K., & Inzlicht, M. (2012). Personality and Social Psychology Bulletin, 38, 357-369.
Inzlicht, M., & Schmader, T. (2012). In M. Inzlicht & T. Schmader (Eds.).Stereotype Threat: Theory, Process, and Application (pp. 3-14). New York: Oxford University Press.
Inzlicht, M., Tullett, A., & Gutsell, J. N. (2012). In M. Inzlicht & T. Schmader (Eds.). Stereotype Threat: Theory, Process, and Application (pp. 107-123). New York: Oxford University Press.
Inzlicht, M., Tullett, A. M., Legault, L., & Kang, S. K. (2011). Social Issues and Policy Review, 5, 227-256.
Inzlicht, M. & Kang, S. K. (2010). Journal of Personality and Social Psychology, 99, 467-481.
Johns, M., Inzlicht, M., & Schmader, T. (2008). Journal of Experimental Psychology: General, 137, 691-705.
Derks, B., Inzlicht, M., & Kang, S. (2008). Group Processes and Intergroup Relations, 11, 163-181.
Inzlicht, M., McKay, L., & Aronson, J. (2006). Psychological Science, 17, 262-269.
Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). Journal of Experimental Social Psychology, 42, 323-336.
Inzlicht, M. & Good, C. (2006). In S. Levin & C. van Laar (Eds.), Stigma and Group Inequality: Social Psychological Approaches (pp. 129-150). Mahwah, NJ: Erlbaum.
Ben-Zeev, T., Fein, S., & Inzlicht, M. (2005). Journal of Experimental Social Psychology, 41, 174-181.
Ben-Zeev, T., Carrasquillo C. M, Ching, A., Kliengklom, T. J., McDonald, K. L, Newhall, D. C., Patton, G. E., Stewart, T. D., Stoddard, T, Inzlicht, M., & Fein, S. (2005). In A. M. Gallagher & J. C. Kaufman (Eds.), Gender Differences in Mathematics (pp. 189-206). Cambridge, United Kingdom: Cambridge University Press.
Aronson, J. & Inzlicht, M. (2004). Psychological Science, 15, 829-836.
Inzlicht, M. & Ben-Zeev, T. (2003). Journal of Educational Psychology, 95, 796-805.
Inzlicht, M. & Ben-Zeev, T. (2000). Psychological Science, 11, 365-371.
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Learning to play a musical instrument is hard. So is trying to run a marathon, writing a term paper, and caring for a sick child. These things involve frustration, pain, and disappointment — yet we do them anyway. In part two of Hidden Brain’s look at the allure of suffering, psychologist Michael Inzlicht explains what we get from doing things that are difficult, and why the things we think will make us happy often do not.
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Can I Have Your Attention, Please? A U of T Scarborough psychology professor explores why we’re more distracted than ever – and proposes a path to deeper engagement and lasting satisfaction.
Collaborators
- Joshua Aronson, New York University
- Avi Ben-Zeev, San Francisco State University
- Elliot Berkman, University of Oregon
- Kirk Brown, Virginia Commonwealth University
- Daryl Cameron, Penn State University
- Belle Derks, Utrecht University
- Jennifer Gutsell, Brandeis University
- Greg Hajcak, Florida State University
- Eddie Harmon-Jones, University of New South Wales
- Jacob Hirsh, University of Toronto
- Cendri Hutcherson, University of Toronto
- Sonia Kang, University of Toronto
- Michael Larson, Brigham Young University
- Lisa Legault, Clarkson University
- Ian McGregor, University of Waterloo
- Marina Milyavskaya, Carleton University
- Sukhvinder Obhi, McMaster University
- Liz Page-Gould, University of Toronto
- Travis Proulx, Cardiff University
- Blair Saunders, University of Dundee
- Brandon Schmeichel, Texas A&M University
- Zindel Segal, University of Toronto
- Alexa Tullett, University of Alabama
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A new study has warned that without intervention, ADHD education could cause many young people to wrongly diagnose themselves
Growing awareness and education around ADHD may be leading to false self-diagnoses among young people, a new study has claimed. Researchers from the University of Toronto say that while education is crucial, it may also trigger a mistaken belief that common issues that young adults face, like tiredness and irritability, are the symptoms of ADHD. The study’s lead author, Dasha Sandra, said young people should not be discouraged from seeking help, but believes mental health education needs to be refined to include more context around the symptoms.
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