Patrick J. Carroll

Is Optimism Always Best? Future Outlooks and Preparedness

Although people generally appear optimistic about the future, they shift from optimism under certain circumstances. Drawing from a recent review of the literature, we describe how both optimism and shifts from optimism serve the common goal of preparedness, which includes a readiness to deal with setbacks and a readiness to take advantage of opportunities. Shifts from optimism occur in response to available information and to the possibility that things may not turn out as hoped. People tend to shift from optimism when feedback is anticipated in the near future, when the outcome is important, when negative outcomes are easily imagined, and when the outcomes are uncontrollable. In addition, people with low self-esteem shift from optimism more readily than do people with high self-esteem. Finally, both optimism and shifts from optimism have unique benefits in terms of preparedness.

Effect of Foster Care on Young Children's Language Learning.

This report examines 174 young childrens language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.

I Knew It All Along, Unless I Had to Work to Learn What I Know

After receiving knowledge regarding some topic, people usually overestimate their prior topic knowledge. Two experiments investigated whether people would claim less prior knowledge if they worked to earn their present knowledge. In Study 1, students finishing a psychology course claimed less precourse psychology knowledge if they reported devoting more effort toward the course. In Study 2, the knew-it-all-along effect was stronger for participants who were simply given the answers to questions than for participants who studied for 20 minutes to learn the answers. Both cognitive and motivational factors can account for the observed effects of effort investment on retrospective knowledge judgments.

Disappointment for others

Two studies examined when and why people experience disappointment for others. Study 1 demonstrated that participants reported disappointment for anothers outcome only when the outcome had strong personal implications. Study 2 demonstrated that self-image concerns rather than empathy or resource concerns mediated the experience of disappointment for others. Collectively, these findings suggest that people experience disappointment for others when those outcomes implicate the self-image.

Possible Selves and Self-Doubt: A Poverty of Desired Possibility

Three studies tested whether self-doubt stems more from the absence of a strong desired self or the presence of a strong undesired self. Across studies, participants completed individual difference measures and then imagined a desired, neutral, or undesired possible self and completed strength measures for the imagined possible self. As predicted, compared to low self-doubt participants, high self-doubt participants reported less confidence in imagined desired selves and were slower to respond to desired self-consistent terms; however, they did not differ on explicit (confidence) or implicit (response speed) strength measures for imagined neutral or undesired selves. Moreover, the weaker desired selves imagined by high self-doubt participants predicted lower performance (compared to low self-doubt participants) on a final achievement test. Finally, the interactive effect of self-doubt and imagery on performance held after controlling for self-esteem and self-concept clarity but, consistent with predictions, was mediated by strength of the possible self.

Upward Self-Revision: Constructing Possible Selves

This research examined how and when people engage in upward self-revision to embrace new possible selves in response to social validation. First, the present study (n = 67) predicted and found that upward self-revision was more likely to occur when validations fully specify the meaning of the positive discrepancy between the desired self and the alternative self into the explicit prospect of the desired self as more likely to occur. Second, initial elevations in self-confidence mediated the effect of social validations on possible selves. The discussion focuses on implications and future directions of the present work.

Beyond Cause to Consequence: The Road from Possible to Core Self-Revision

Two studies addressed the ultimate consequences and pathways running from repeated possible self-revisions to gradual revisions in core selves over time. As hypothesized, greater prior experiences of downward possible self-revision ultimately predicted greater subsequent declines in core self-integrity (e.g., greater self-doubt, lower self-esteem). However, also as hypothesized, this effect was mediated by the relative use of defensive versus remedial attributions for past downward self-revision experiences. In closing, we unpack how the present work extends prior work by situating possible selves and motivated self-attributions as complementary systems that can slowly undermine as well as expand the integrity of core selves over time.