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A couple of decades of boosting children’s self-esteem turns out to not have much effect on a student’s grades. Oh, praise is still seen as effective, but educators are beginning to reward students for more than just showing up.
A growing body of research over three decades shows that easy, unearned praise does not help students but instead interferes with significant learning opportunities. As schools ratchet up academic standards for all students, new buzzwords are “persistence,” “risk-taking” and “resilience” — each implying more sweat and strain than fuzzy, warm feelings.
“We used to think we could hand children self-esteem on a platter,” Stanford University psychologist Carol Dweck said. “That has backfired.”
Dweck’s studies, embraced in Montgomery schools and elsewhere, have found that praising children for intelligence — “You’re so clever!” — also backfires. In study after study, children rewarded for being smart become more likely to shy away from hard assignments that might tarnish their star reputations.
But children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things.
(Image credit: Sarah L. Voisin/The Washington Post)
Remember
the Matrix where all you need to do to learn kung fu is to get it uploaded
to your brain? Well, that may soon be coming to real life:
New research published today in the journal Science suggests it may be possible to use brain technology to learn to play a piano, reduce mental stress or hit a curve ball with little or no conscious effort. It's the kind of thing seen in Hollywood's "Matrix" franchise.
Experiments conducted at Boston University (BU) and ATR Computational Neuroscience Laboratories in Kyoto, Japan, recently demonstrated that through a person's visual cortex, researchers could use decoded functional magnetic resonance imaging (fMRI) to induce brain activity patterns to match a previously known target state and thereby improve performance on visual tasks.
Think of a person watching a computer screen and having his or her brain patterns modified to match those of a high-performing athlete or modified to recuperate from an accident or disease. Though preliminary, researchers say such possibilities may exist in the future.
Link - via Science360
An article at Wired covers several experiments in brain function and learning. First, we find that there are two distinct reactions in the brain when we make a mistake, and their relative performance determines how well we learn from a mistake. Then we find that people with open minds are more likely to change their behavior after a mistake. And then there’s a real world application, tested by Stanford psychologist Carol Dweck.
Her most famous study, conducted in twelve different New York City schools along with Claudia Mueller, involved giving more than 400 fifth graders a relatively easy test consisting of nonverbal puzzles. After the children finished the test, the researchers told the students their score, and provided them with a single line of praise. Half of the kids were praised for their intelligence. “You must be smart at this,” the researcher said. The other students were praised for their effort: “You must have worked really hard.”
The students were then allowed to choose between two different subsequent tests. The first choice was described as a more difficult set of puzzles, but the kids were told that they’d learn a lot from attempting it. The other option was an easy test, similar to the test they’d just taken.
When Dweck was designing the experiment, she expected the different forms of praise to have a rather modest effect. After all, it was just one sentence. But it soon became clear that the type of compliment given to the fifth graders dramatically affected their choice of tests. When kids were praised for their effort, nearly 90 percent chose the harder set of puzzles. However, when kids were praised for their intelligence, most of them went for the easier test. What explains this difference? According to Dweck, praising kids for intelligence encourages them to “look” smart, which means that they shouldn’t risk making a mistake.
A further experiment showed how fear of failure can inhibit learning. Read about all of them at The Frontal Cortex. Link
(Image credit: Flickr user mujalifah)
Photo: Shutterstock
If spanking is bad, what about bribery? Should parents bribe kids to learn? Is it wrong to reward kids for doing well in school if they’re supposed to do it in the first place for "the love of learning"?
Someone finally did the experiment:
To find out, a Harvard economist named Roland Fryer Jr. did something education researchers almost never do: he ran a randomized experiment in hundreds of classrooms in multiple cities. He used mostly private money to pay 18,000 kids a total of $6.3 million and brought in a team of researchers to help him analyze the effects. He got death threats, but he carried on. The results, which he shared exclusively with TIME, represent the largest study of financial incentives in the classroom — and one of the more rigorous studies ever on anything in education policy. [...]
In the last city, something remarkable happened. Kids who got paid all year under a very elegant scheme performed significantly better on their standardized reading tests at the end of the year. Statistically speaking, it was as if those kids had spent three extra months in school, compared with their peers who did not get paid.
"These are substantial effects, as large as many other interventions that people have thought to be successful," says Brian Jacob, a University of Michigan public-policy and economics professor who has studied incentives and who reviewed Fryer’s study at TIME’s request. If incentives are designed wisely, it appears, payments can indeed boost kids’ performance as much as or more than many other reforms you’ve heard about before — and for a fraction of the cost.
TIME Magazine has the exclusive story: Link
If you’ve ever felt guilty of taking a noontime siesta, here’s science coming to your rescue. A new study revealed that napping can boost your ability to learn:
"Sleep not only rights the wrong of prolonged wakefulness but, at a neurocognitive level, it moves you beyond where you were before you took a nap," said study author Matthew Walker, a psychology professor at the University of California, Berkeley.
The study involved 39 healthy young adults who were placed into either a nap or no-nap group. At noon, all the participants performed a learning task intended to exercise the hippocampus, a region of the brain that helps store fact-based memories. Both groups performed at comparable levels on this test.
Then at 2 p.m., the nap group took a 90-minute siesta while the no-nap group stayed awake. Later that day, at 6 p.m., participants performed a new round of learning exercises. Those who remained awake throughout the day became worse at learning. In contrast, those who napped did markedly better and actually improved in their capacity to learn.
Okay, okay – Neatorama is rated PG, so I won’t show it here, but this video clip by YouTube user youkilledkenny is just too funny not to share.
In the clip, kenny shares with us his travails in trying to teach his Chinese grandma some um, choice words of English. Kenny, you’re going straight to hell (and I’m probably following for showing you guys the link).
It’s surely mean and adolescent humor, but I can’t stop laughing. I Have Seen the Whole Internet blog has the clip: Link [NSFW words, obviously] | The Sequel, this time with his little cousin, if once is not enough.
Remember when video games were bad for you? Mom and Dad would complain about how they tied up the television, kept you from playing outdoors, ruined your eyesight and wasted your time. That’s a thing of the past. Re-tooled videogames are now helping children and teens boost basic skills in reading, writing and math.
At West Nottinghamshire College in the U.K., computer science teachers were struggling to get teenage students into literacy and numeracy classes. The college needed to take drastic measures to assist “disaffected students”.
The resolution came in the form of Neverwinter Nights, Atari’s popular computer game. Teachers rebuilt the game to deliver educational challenges players must tackle in order to progress.
From the Upcoming 
ueue, submitted by whitespace.
