Getting Prepared for Class: 9/3 Pick up your clicker! Log onto MOODLE Download handouts for today Complete the quick write: Unconscious Processing “On p. 15 of blink, Gladwell writes that our unconscious, our intuitive judgments, can be fallible. Based on what you learned in Modules 18, 19, & 20 under what conditions can we trust our intuition?” Complete the TWO Me Too! Q & A Format Blink mini-quiz
EdPsychSelfRegulation
Dec 02, 2014
This is a lesson I use in my introductory Educational Psychology course to get students to think about the nature of the "self". In my class we read Malcolm Gladwell's (2000) text blink as a companion to our text book. In this class we reenact the 'bedroom study' Gladwell describes in Ch2. Students view photographs of a professors office and are asked to rate their personality along the "Big 5" dimensions. We then compare their ratings with ratings made of the professor's closest friends and relatives. The findings are pretty convincing. However, students are left with a 'bad' taste in their mouth. Even if we can 'reduce' people down to their Big 5 characteristics - is that ALL that comprises their 'self.' At the end of this class, I invite students to generate a list of the kinds of characteristics we generally think comprise our sense of 'self' beyond the Big 5 characteristics.
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Transcript
Getting Prepared for Class: 9/3
Pick up your clicker!Log onto MOODLE
Download handouts for today Complete the quick write: Unconscious Processing
“On p. 15 of blink, Gladwell writes that our unconscious, our intuitive judgments, can be fallible. Based on what you learned in Modules 18, 19, & 20 under what conditions can we trust our intuition?”
Complete the TWO Me Too!Q & A Format Blink mini-quiz
Agenda Sept. 3, 2009
Me too! : Q & A Format & Mini QuizRecap: “Knowing” from Cognitive Science
PerspectiveExecutive Processing
Metacognition Self-Regulation
What is a ‘self’Thin Slicing the Self The P-Word in Education
Recap: Nature of “Knowing”
Information Processing Theory (STM) We know because we “perceived” it (WM) We know because we “processed” of it (LTM) We know because we can “recognize”/
“recall” it
“Knowing” means different things based on the framework you are using: Novice (belief structure, stereotype) Developing Expertise Expert
Recap: Nature of “Knowing”
Defining Intuition from Cognitive Science: Reflect lack of knowledge (stereotype) vs.
expertise? Result of belief structure (moral framework)
vs. years of reasoning?
Why care?“Teaching is all about judgment…. Situated
judgment.” M. Frank Pajares Teachers carry beliefs / values / novice
schemas into the classroom
How can I distinguish between my stereotypes and my expertise?
Executive Control Processes => Ability to Monitor our Own Learning Processes
Metacognition / Self-Regulation:Awareness of your own thinking processes
Knowing what you know (declarative knowledge)Knowing how to use what you know (procedural knowledge)Knowing when and why to use what you know in order to
accomplish a goal (conditional knowledge) Planning, monitoring, evaluating
‘becoming knowledgeable’Being Strategic! Learning to Self-Regulate
Self-RegulationEffortful, Self-Sustaining
Problem Solving Skill => Involves being MetacognitiveIdentify a “goal” Break down complex problems into subcomponentsIdentify “strategies” Accomplish sub-goalsReflect on successes and failuresModify goals or strategies
Three Iterative PhasesForethought (Task Analysis; Self-Efficacy)Performance (Skill Selection and Enactment)Self-Reflection (Evaluation and Feedback)
Where is the ‘self’ in self-regulation?
Do you think you can really thin slice a person’s personality?
1. Yes
2. No
3. Abstain
Personality Theory: The BIG Five
•Openness to Experience•Conscientiousness•Extraversion•Agreeableness•Neuroticism
Is this person talkative?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Does this person tend to find fault with others?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Is this person original and independent in their thinking?1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Is this person reserved?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Is this person disciplined?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Is this person reserved?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Is this person helpful and unselfish with others?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
Comparing Thin Slicing to Thick Slicing
Average Years Known : 22.5 Years
Can you thin slice a person’s personality? (someone you’ve NEVER met!?!?!)
1. Yes
2. No
Personality Theory argues that one’s personality is stable across the lifespan.
Temperament -> Personality• Inhibition -> Openness to Experience•Task Persistence -> Conscientiousness• Activity Level / Intensity -> Extraversion• Emotional Sensitivity / Mood -> Agreeableness• Adaptability / Regularity -> Neuroticism
“P-Word” in education = Personality
How do Cognitive Scientists Understand the ‘Self’ : Self-ConceptSchema Theory Perspective
Self is constructed, malleable, multidimensional Emerges as a function of making sense of our
successes and failures in the world Emerges as a function of social comparison
What’s up with all these ‘self’ terms? Self-concept (descriptions; schema)
Multi-dimensional; hierarchically organized
Self-efficacy (task specific judgments) Self-worth (value) / Self-esteem (emotion)
Where is the ‘self’ in self-regulation?
Causal Attributions
Comprehension Check Module 29: Dweck describes an ‘entity’ view of intelligence as:
1. Beliefs about personal competence in a particular situation.
2. Belief that ability is a fixed characteristic that cannot be changed.
3. An expectation that one’s efforts will lead to failure.
4. A personal explanation for success or failure.