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Positively
SMARTER Science and Strategies for
Increasing Happiness,
Achievement, and Well-Being

Marcus Conyers
and Donna Wilson
Positively Smarter
 Positively Smarter
Science and Strategies for Increasing
Happiness, Achievement, and Well-Being

Marcus Conyers and Donna Wilson, PhD

This edition first published 2015
© 2015 John Wiley & Sons, Inc.
Registered Office
John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
Editorial Offices
350 Main Street, Malden, MA 02148-5020, USA
9600 Garsington Road, Oxford, OX4 2DQ, UK
The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
For details of our global editorial offices, for customer services, and for information about how
to apply for permission to reuse the copyright material in this book please see our website at
www.wiley.com/wiley-blackwell.
The right of Marcus Conyers and Donna Wilson to be identified as the authors of this work has
been asserted in accordance with the UK Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording
or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without
the prior permission of the publisher.
Wiley also publishes its books in a variety of electronic formats. Some content that appears in
print may not be available in electronic books.
Designations used by companies to distinguish their products are often claimed as trademarks.
All brand names and product names used in this book are trade names, service marks,
trademarks or registered trademarks of their respective owners. The publisher is not associated
with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: While the publisher and authors have used their best
efforts in preparing this book, they make no representations or warranties with respect to the
accuracy or completeness of the contents of this book and specifically disclaim any implied
warranties of merchantability or fitness for a particular purpose. It is sold on the understanding
that the publisher is not engaged in rendering professional services and neither the publisher
nor the author shall be liable for damages arising herefrom. If professional advice or other
expert assistance is required, the services of a competent professional should be sought.
This book discusses some physical and mental health issues and research on preventing and
alleviating illness, but it is not a substitute for seeking medical diagnosis and treatment for
health conditions. The publisher and authors are not responsible for any specific physical or
mental health needs that may require medical supervision and are not liable for any damages or
negative consequences from any treatment, action, application, or preparation to any person
reading or following the information in this book. References are provided for informational
purposes only and do not constitute endorsement of any websites or other sources. Readers
should be aware that the websites listed in this book may change.
Library of Congress Cataloging-in-Publication Data
Conyers, Marcus, author.
Positively smarter : science and strategies for increasing happiness, achievement, and
well-being / Marcus Conyers and Donna Wilson.
pages cm
Includes bibliographical references and index.
ISBN 978-1-118-92609-3 (cloth) – ISBN 978-1-118-92610-9 (pbk.) 1. Well-being.
2. Happiness. 3. Metacognition. 4. Neuroplasticity. I. Wilson, Donna (Psychologist),
author. II. Title.
BF575.H27+
2015006915
A catalogue record for this book is available from the British Library.
Cover image: active nerve cell illustration – Stock Image / © Eraxion
Set in 11/13.5pt Plantin by Aptara Inc., New Delhi, India

1 2015
 This book is dedicated to the graduates of the master’s and
educational specialist degree programs with majors in
brain-based teaching and the graduates in the doctoral minor
in brain-based leadership at Nova Southeastern University.
Thank you for all you are doing to help students, families,
colleagues, schools, and communities to become positively
smarter.
 Contents

Acknowledgments xiii

Introduction 1
Appreciating Brain Plasticity: The Key to Redefining
Potential 4
The Path to Positively Smarter 4
Our Personal Introductions to the Science That
Supports Ways for Becoming Positively Smarter 8

1 Building a Smarter Brain 11

Neuroplasticity in Action 12
Your Brain at Work: A Continual Construction Zone 14
Beyond Conventional Wisdom: Harnessing Your
Neurocognitive Synergy 21
Intelligence Takes Many Forms 21
People of All Ages Have the Capacity to Improve Their
Knowledge and Abilities 23
What We Do Has a Greater Influence on How We Age
Than Genetics 24
How We Think Can Influence Our Health 24
We Can Build Muscle and Become Stronger Well into
Our Eighties 25
It’s Hard to Identify the Children Who Are “Destined for
Greatness” 25
 Contents

Perceptions about Malleable vs. Fixed Intelligence

Matter—a Lot 26
Plasticity as a Path to Becoming Positively Smarter 29
A New Positive Paradigm 35
The Innate Talent (IT) Paradigm 35
The Untapped Potential (UP) Paradigm 36

2 Why Happiness Matters 41

Reaping the Many Benefits of Happiness 42
I’ll Be Happy When . . . 45
What Is This Thing Called Happiness? 47
Spirituality and Religion as Sources of Happiness 51
Tapping into the Science of Happiness 51
Achieving Greater Happiness Through Practical
Metacognition 54
Applying the CIA Model 55
CIA in Action: Happiness and Subjective Well-Being 57

3 Stop Daydreaming and Start Thinking Your Way

to Higher Levels of Happiness 60
Connecting Thinking and Feeling 63
The Focused Fifteen 67
1. Savor the Wow of Now 67
2. Work at Maintaining an Upbeat Attitude with
Positive Self-Talk 69
3. Picture a Positive Future 73
4. Kindness the Killer App 74
5. Active Appreciation: Create and Tune into Your
Appreciation Station 76
6. Give It a Break: Hang Your Problems Away for a
While 77
7. Treat Your Relationships Like a Treasure (Because
They Are) 78
8. Pursue Flow 80
9. Pursue Smarter Goals 80
10. Enhance Your Resilience: Build Your Own Palmetto
Fort 82

viii
 Contents

11. Untie the Knots That Bind: Free Yourself with

Forgiveness 83
12. Move Your Body, Boost Your Mood 84
13. Smile, and Your Brain Smiles with You 85
14. Play to Your Peak Strengths 85
15. Practice the Art of Treasuring 86
How to Be Less Happy More of the Time 87
Maintain Your Positive Focus by Playing Your ACE 88

4 Working Toward Achieving Your Goals 92

Realizing Our Potential 93
“Natural” Talent vs. Deliberate Practice 95
Motivation to Take Positive Risks 98
Finding “Flow” 101
Putting Your Will to Work 102
Getting Gritty as a Path to Achievement 106
Build Your “Memory Muscle” to Make the Most of
Your Work 108
A Personal Perspective on the Payoff for Hard Work 111

5 Working Smarter with Practical Metacognition 117

The Input–Processing–Output Model of Learning 121
Cognitive Assets You Can Develop to Work Smarter 123
Clear Intent 124
Appropriate Courage 125
Systematic Search and Planning 126
Understanding and Managing Time 127
Cognitive Flexibility 128
Learning from Experience 129
Finishing Power 129
Pacing on the Path to Positively Smarter 131
Practical Metacognition in Action: Lessons from the
Grameen Bank 133

ix
 Contents

6 Better Together 136

Born to Be Social: Impact on Health and Well-Being 139
Anatomy of the Social Brain 141
Getting “Socially Smarter” 143
Accentuate the Positive 144
Polish Your Listening Skills 146
Consider Others’ Points of View 147
Establish Rapport 148
Learn Together 149
Become a Great Encourager 150
Contribute to the “Social Capital” of Your Community 152
Being Social in a High-Tech World 153

7 Building a Smarter Body–Brain System Through

Exercise 159
Work Out the Body to Keep the Brain Young 161
New Muscle Is Young Muscle 163
The Body–Brain System Inside and Outside the
Classroom 166
Reward Your Body with Adequate Rest 168
Find What You Love 169
Making Exercise Part of Your Routine 170
Putting the Research on Exercise into Personal Practice 171
Low Heart Rate Route to Runners’ High 173
Winning Our Blades: A Positive Payoff 173

8 Fuel Your Body–Brain System for Peak

Performance 177
The Brain Benefits of “Going Mediterranean” 179
What’s on Your Plate? 181
Why and How to Eat Smarter 182
Better by the Dozen: Twelve Power Foods to Fuel
Well-Being 188
Educational Implications of Becoming “HealthWise” 191

x
 Contents

9 Bringing It All Together, Putting It into Practice 197

Forging a New Foundation Grounded in
Neuroplasticity 199
Examples of the UP Paradigm in Practice 201
Seven Principles of the Positively Smarter Approach 202
Principle 1: Keep Neuroplasticity Front of Mind 203
Principle 2: Build the Skills of Optimism and Happiness 203
Principle 3: Appreciate Your Potential to Become Smarter 203
Principle 4: Apply Practical Metacognition and
Cognitive Assets 204
Principle 5: Use Your Social Brain to Enhance
Well-Being and Achievement 204
Principle 6: Get Moving to Grow Your Brain (and
Become Fitter, Stronger, Smarter, and Happier) 205
Principle 7: Fuel Your Body–Brain System to Enhance
Productivity and Learning 205
Capitalize on Your Neurocognitive Synergy 206
The Practical Metacognition Process for Pursuing
Important Goals 206
Thanks for Joining Us on a Journey to Becoming
Positively Smarter 209

Appendix 212
Index 219
About the Authors 229

xi
 Acknowledgments

We gratefully acknowledge the hundreds of educators who have

earned their graduate degrees in brain-based teaching and then
shared with us the positive results that they, their colleagues, and
their students are achieving in classrooms across the country and
around the world. It has been inspirational to hear how these teach-
ers and administrators have applied what they have learned—not
only professionally but also at home, in particular with their own
children, and in their communities. Their stories truly inspire us.
We’d also like to acknowledge the tremendous impact of the-
orists Reuven Feuerstein and Robert Sternberg, whose seminal
work has greatly informed our own. Also in these pages, we share
what we have learned from Robert Sylwester, who has brought
clarity to the field of education in connecting the implications of
brain science to classroom practice and who worked with us on
our Scholarships for Teachers in Action Research with the Florida
Department of Education.
A big thank you goes out to our reviewers for taking time
from their busy schedules to carefully read and comment on our
manuscript: Lisa Holder Lohmann, EdD, Associate Professor of
Education at the University of Central Oklahoma; Kelly D. Rose,
EdD, library media specialist at The Out-of-Door Academy, Sara-
sota, Florida; and Carol Mikulka, MD, psychiatrist and founder of
 Acknowledgments

the Walden Community School, Winter Park, Florida. Addition-

ally, we are enormously thankful for our teammates Mary Colling-
ton and Mary Buday, who keep everything running smoothly so
we can pursue our passion to write. Our wonderful editor, Karen
Bankston, always does the job well and makes sure we stay within
our deadlines, despite our obsession with adding new research all
along the way. Thank you, Lorraine Ortner-Blake, for creating the
great illustrations that accompany this text. We had the privilege
to work with Acquisitions Editor Jayne Fargnoli, Senior Project
Editor Julia Kirk, and other knowledgeable and helpful staff at
Wiley Blackwell; we also appreciate the care that Project Manager
and Copy Editor Joanna Pyke took with our manuscript.
Finally, we are grateful to have had the opportunity to work
with one another in developing this book. It was a rewarding jour-
ney, giving us the opportunity to delve deeper into the practical
applications of our work. We are pleased that we can share the
implications of this work that has so greatly informed and enriched
our lives. We have loved living the process described in this book.

xiv
 Introduction
Redefining Potential as Our
Neurocognitive Capacity to Get Better
at (Almost) Anything

“The brain is a complex biological organ of great computational capa-

bility that constructs our sensory experiences, regulates our thoughts and
emotions, and controls our actions.”
—Eric Kandel, Nobel laureate1

The classic documentary Private Universe, produced by the

Harvard-Smithsonian Center for Astrophysics, explores chal-
lenges in science education. In its opening scene, randomly
selected graduates and faculty at a Harvard commencement are
asked to explain why it is warm in the summer and cold in the
winter. These bright young people who have had the advantage of
the most sought-after education in the world happily list the
science courses they took in high school and college and then
embark on their descriptions of what causes the seasons. Most
come down to a common conceptualization: The Earth’s orbit
around the sun is elliptical; when it passes nearest the sun, we
have summer, and at the farthest reaches of its oval-shaped path,
we dig out our winter coats and snow shovels. These Harvard
graduates and several of their professors are well spoken and

Positively Smarter: Science and Strategies for Increasing Happiness, Achievement, and Well-Being,
First Edition. Marcus Conyers and Donna Wilson.
© 2015 John Wiley & Sons, Inc. Published 2015 by John Wiley & Sons, Inc.
 Introduction

enthusiastic, and their astronomical interpretations are convinc-

ing, clearly explained, and—for 21 of the 23 people interviewed—
just plain wrong.2
In much the same way, each of us relies on personal theories
operating in our own “private universe,” and these theories have
a profound impact on how we think and feel and what we achieve
in our lives. One of the most influential theories is how we per-
ceive our potential to succeed in school, in work, and in life. What
sets high achievers apart from others? What stands between us and
our aims of finding happiness, excelling in educational and career
pursuits, and achieving our personal goals?
One prevalent conception holds that people’s potential for
achieving these aims is determined by the pre-established portion
of innate talent, inherited intelligence, and deep-seated predilec-
tion toward optimism or pessimism that determines the level of
their progress and outlook on life. A big portion leads to big suc-
cess, and a smaller portion limits the ability to move ahead. This
conception holds that innate talent is obvious in how easily some
people do well in school and excel in their chosen fields. The neces-
sity to work hard indicates a lack of potential. Intelligence is fixed,
and IQ scores predict with eerie certainty how well people will do
in life.
This view of potential is quite common. In their book Teach-
ing for Wisdom, Intelligence, Creativity, and Success, authors Robert
Sternberg, Linda Jarvin, and Elena Grigorenko note that single-
faceted views of general intelligence, such as one called the
“g-factor theory,” are based on beliefs that intelligence, ability,
and outlook are fixed from birth by genetic endowment. “In
other words, according to this theory, you are born with a cer-
tain amount of smarts and the type of schooling you receive won’t
change it that much.”3
Writing about widely held perceptions of success, Heidi Grant
Halvorson contends that culture has a powerful influence on how
we think about achievement. Western societies tend to equate
accomplishment with innate abilities and label people as geniuses
and prodigies in a way that signals that their successes are rare

2
 Introduction

and out of the reach of the rest of us “non-geniuses.” Americans,

especially, “celebrate people who we believe have special abilities
and tend to see those who work hard to succeed as less innately
capable.”4 Along the same lines, Carol Dweck has written exten-
sively about the impact of a “fixed mindset,” or the belief that intel-
ligence and ability are largely unchangeable.5 A group of British
educational researchers sums up this perspective:

It is widely believed that the explanation for the differences between

individuals is that the likelihood of people becoming unusually
competent in certain fields of accomplishment depends upon the
presence or absence of attributes that have an inborn biological
component, and are variously labeled “gifts” or “talents” or, less
often, “natural aptitudes.” It is thought that a young person is
unlikely to become an exceptionally good musician, for example,
unless he or she is among the minority of individuals who are,
innately, musically “talented” or “gifted.”6

K. Anders Ericsson, an eminent researcher on developing expert

performance through what he describes as “deliberate practice,”
highlights similar findings about what many people believe about
innate talent and performance. In an article in the journal Amer-
ican Psychologist, Ericsson and coauthor Neil Charness note that
most people view the achievements of top performers in a vari-
ety of fields as so exceptional that this level of attainment must be
attributed to unique inherent “gifts.”7
These cultural beliefs are absorbed by children as they grow
and may influence their level of motivation, attitudes about their
abilities, and, ultimately, academic outcomes. In fact, this g-factor
theory, this fixed mindset, this “secret” of success—call it what
you will—influences the “private universe” of many children and
adults and thus their optimism about their future and performance
in school, in work, and in life. If you believe that achievement
results from innate ability and if you have no evidence that you
are gifted or talented, why try?

3
 Introduction

Appreciating Brain Plasticity: The Key to

Redefining Potential

We advocate for a quite different perspective on the potential of all

people to lead happier and healthier lives and to achieve their per-
sonal and career goals. This view rests on an understanding that
the human brain has tremendous capacity to change and improve
in response to experience. As a result, virtually all people have the
capacity to learn, to grow, and to improve at whatever skills they
choose through a positive outlook and the use of effective strate-
gies, persistent effort, and deliberate practice. While innate ability
may be part of the puzzle, we submit that conscious, deliberate
practice, the development of new skills, optimism, and resilience
are what really separate successful people from those who do not
achieve their aims. This conception of potential to lead a happier,
healthier, and more fulfilling life is supported by a wide range of
research explored in this book about the power of the brain to
become smarter, in terms of increased skills in solving problems,
applying creativity, and learning new things throughout the life
span; the body to become healthier and stronger; and the spirit to
become more optimistic.
We define potential as the neurocognitive capacity for acquir-
ing the knowledge, skills, and attitudes to achieve a higher level
of performance in any domain. In other words, potential repre-
sents the power for getting better at whatever you set as your goals
by rewiring your brain and body with new outlooks, knowledge,
skills, and abilities. The foundations of human potential are built
permanently into the brain’s readiness for learning from infancy
throughout one’s life and in the ability of the brain and body to
continually adapt to new challenges and learning.

The Path to Positively Smarter

The expression positively smarter captures the essence of increas-
ing well-being across three interconnected domains of happiness,

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