Another resource might be looking at the online learning program that Dweck's team produced: http://www.brainology.us/
Here is an interesting tidbit in the last video on this page: http://www.brainology.us/webnav/dr-dweck-interviews.aspx Using an EEG while students did problems they found that students with a fixed mindset paid close attention when they were told if the answer was right or wrong but students with a growth mindset also paid close attention when they were told what the right answer was. I think this is very important research for understanding what it means to learn how to learn. Cheers, Caroline On Sun, Mar 18, 2012 at 9:12 PM, Michael Stone <[email protected]> wrote: > Asheesh, Karen, (and various other friends interested in learning... :-) > > If you haven't already done so, you folks should think about finding > yourselves > copies of Carol S. Dweck's book: "Self-theories: their role in motivation, > personality, and development" [1,2]. > > The punch-lines that I see for OH [3,4], Nell [5], and friends include: > > a) When faced with challenging problems, some people become frustrated, > bored, or distracted while others become patient, focused, or excited. > > b) Variation in (a) can be predicted by measuring the subjects' agreement > with statements about the malleability and nature of "intelligence" > or by measuring preferences for learning goals vs. performance goals, > e.g., via the following measure, taken from the book's appendix: > > Task-choice Goal Measure: (suitable for ages 10 and older) > > Sample instruction: > > "We have different kinds of problems here for you to choose from. > There is no right answer -- different students make different > choices. > Just put a check in front of your choice." > > Question: > > I would like to work on: > > __ Problems that aren't too hard, so I don't get many wrong. > __ Problems that I'll learn a lot from, even if I won't look so > smart. > __ Problems that are pretty easy, so I'll do well. > __ Problems that I'm pretty good at, so I can show that I'm smart. > > c) People who preferred opportunities to learn over opportunities to look > smart or to avoid looking dumb were unaffected by treatments designed > to > increase confusion (like being asked to learn from a booklet > containing an > intentionally confusing paragraph) while people who stated the other > preferences were quite negatively affected by the "confusion" > treatment. > > d) Subsequent interventional studies showed that the correlation > described in > (b) survived treatments designed to shift people's beliefs and > preferences > in both directions, like being asked to read appropriately crafted > stories > about how recognized geniuses accomplished their intellectual feats. > > Items (b) and (d) certainly seem like they might motivate some new OH / > Nell > tweaks, no? > > Regards, > > Michael > > [1]: http://www.amazon.com/Self-**theories-Motivation-** > Personality-Development-**Psychology/dp/1841690244<http://www.amazon.com/Self-theories-Motivation-Personality-Development-Psychology/dp/1841690244> > [2]: Caroline (cc'ed) introduced it to me in response to a recent bit of > gentle > provocation [5] on the part of myself, Chris, and Scott... > [3]: http://openhatch.org > [4]: http://lists.openhatch.org/**pipermail/devel/2010-December/** > 001703.html<http://lists.openhatch.org/pipermail/devel/2010-December/001703.html>; > better citations welcome > [5]: > http://cananian.livejournal.**com/66008.html<http://cananian.livejournal.com/66008.html> > -- Caroline Meeks Solution Grove [email protected] 617-500-3488 - Office 505-213-3268 - Fax
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