The Psychology of Growth Mindset - Learning & Developing a 80% IS LOGY!
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
80%
PSY IS
CHO
COURSE 01:
The Psychology of LO GY! -
Learning & Developing a
Growth Mindset
Session # 02 2/6
BAHAVIORISM & ANIMAL AND HUMAN LEARNING
mathias sager –
School & Advisory
1
Part 1
INTRODUCTION
2
Objective and Approach
80% Psychology 20% ”Mechanics”
Biology Philosophy Education
Psychology
Business
Administration
Natural, physical Human, mental Art
conditions control
LEARNING
3
Objective and Approach
To understand the psychological and behavioural processes
on which lasting learning results from experience.
Multi-disciplinary Inter-generational Cross-cultural
4
Let’s learn for life!
Learning together
01: The Psychology of
• Please use easy English
Learning & Developing a
• We are a safe learning space Growth Mindset
• Please ask anything at any time
• Serve yourself with drinks and snacks
• Break / Toilet 02: Inspiring Others Across
Cultures & (Self-)
• Let’s learn for life!
Leadership Psychology
Certification
• 3 Certificates in Personal
Development for Individual Well- 03: Developing Human
Being, Organizational Performance, Capital, Cultural Agility, and
and the Common Good across
Cultures. Global Talent Management
5
Let’s learn for life!
October 10, 2018 – November 14, 2018 November 21, 2018 – January 16, 2019 January 23, 2018 – February 27, 2019
‘The Psychology of Learning ‘Inspiring Others Across ‘Developing Human Capital,
& Developing a Growth Cultures and (Self- Cultural Agility, and Global
Mindset’ )Leadership Psychology’ Talent Management’
Wednesday, October 10, 2018, 19:00 Wednesday, November 21, 2018 Wednesday, January 23, 2019
- #01 1/6 The History and Philosophy - #07 1/6 Leadership Philosophy - #13 1/6 The Psychology of Talent,
of Learning (for Life) Wednesday, November 28, 2018 Competencies, and Appraisal
Wednesday, October 17, 2018, 19:00 - #08 2/6 Leaders and Followers & Wednesday, January 30, 2019
- #02 2/6 Behaviorism, and Animal Leadership Strategies - #14 2/6 Developing Human Capital:
and Human Learning Wednesday, December 5, 2018 Success in Learning
Wednesday, October 24, 2018, 19:00 - #09 3/6 Personality and Leadership Wednesday, February 6, 2019
- #03 3/6 Social Learning & Developing Styles - #15 3/6 Mobility and Cultural Agility
a Growth Mindset Wednesday, December 12, 2018 Wednesday, February 13, 2019
Wednesday, October 31, 2018, 19:00 - #10 4/6 Inspirational Leaders - #16 4/6 Global Mindset
- #04 4/6 Brain and Memory in Wednesday, January 9, 2019 Wednesday, February 20, 2019
Learning - #11 5/6 Leadership, (Cultural) - #17 5/6 Global Talent Management
Wednesday, November 7, 2018, 19:00 Threats, and Change Strategies
- #05 5/6 Learning and Motivation Wednesday, January 16, 2019 Wednesday, February 27, 2019
Wednesday, November 14, 2018, 19:00 - #12 6/6 Leadership, Power, and #18 6/6 Developing Cultural Empathy
- #06 6/6 Learner Profiles and Influence
Strategies
6
I’m here because …
I love to support positive change!
Background Experience
- Education Sciences (Bachelor) - High school teacher
- Information Management (Bachelor) - Finance IT project manager (5 years)
- Business Administration (Executive MBA) - Trainer Leadership and conflict management (4 years)
- Psychology (Diploma). - Senior Manager at Ernst & Young / EY Shinnihon (8 yrs)
- Founder Platform Cooperativism Japan (PCJ) Consortium
- Visiting Researcher Tokyo University (current)
- Online school and advisory (current)
5.5 years
ago
www.mathias-sager.com 7
Today’s session overview
Let’s Learn for Life: History and Philosophy of Learning Theory
Key Learnings
• Learning enables personal development and growth
• Anything can be learned, and there are many different elements and types of
learning and intelligence
• Technology changes the way we learn
Part 1: Part 2: Part 4: Part 3:
Introduction Behaviorism, Nature-nurture Animal-human
Conditioning approaches to psychology (dis-)similarity
ENVIRON-
GENES
MENT
INDIVIDUAL
CHOICES
8
• Name
• Background
• Why are you interested in
learning?
• What do you expect from
today/the overall meetup?
Reflection
YOUR EXPECTATIONS
9
Part 2
BEHAVIORISM, CONDITIONING
10Behaviorism: Operant Conditioning
The Skinner Box Operant conditioning
STIMULUS
RESPONSE
Provided by
By learner
instructor
Learning is
behavior
change
REINFORCE-
MENT
Provided by
instructor
edu.glogster.com 11Skinner’s “long shadow”
punishment
reward
AL
GO
12• Do you think all human
thought and behavior is the
result of responding to
rewards or punishment?
Reflection
HUMAN BEHAVIOR: CONDITIONING
13Intrinsic and extrinsic motivation
Response to Skinnerian approach!
Hidden costs of rewards (Lepper & Greene, 1978)
Increase of extrinsic motivations => increase of the feeling of external
control => decrease of intrinsic motivations
Intrinsic motivation Extrinsic motivation
money
grades
Sense of
Market values
achievement
Social values
mastery
curiosity
interest exams
autonomy
praise
purpose career 14Overjustification effect: The Experiment
Group A Group B Group C
DRAWING
SURPRISE NO
=
REWARD REWARD
REWARD
2 weeks
later Change in
feeling/behavior?
15Overjustification effect: Study result
Group A Group B Group C
DRAWING
SURPRISE NO
=
REWARD REWARD
REWARD
2 weeks
later
Different stories (justifications)!
16Overjustification effect: Consequences in education
By justifying learning in economic terms, children are taught
to hate learning and to love money.
"Do rewards motivate people?" The answer is:
"Sure - they motivate people to get rewards.”
If you
pay/incentivize
activities, fun
becomes work.
Economist, Behavior Social science,
Analyst view Learning & Development view
17Overjustification effect: Workplace examples
Excitement for
1. Expected rewards shift intrinsic motivation to extrinsic motivation.
2. Once rewards are no longer offered, interest in the activity is lost
3. Prior intrinsic motivation does not return
4. Extrinsic rewards must be continuously offered as motivation to sustain
the activity
18• Do you have
examples of
overjustification / telling
different stories as
related to
rewards/extrinsic
motivators?
Reflection
INTRINSIC AND EXTRINSIC MOTIVATION AT THE
WORKPLACE
19Cognitive evaluation theory
External control
Task
Performance, Negative effect on
Reward
completion intrinsic motivation à
for
Quality drops
Task
Performance, Potential to
Reward completion reduce overall
for negative effect
on intrinsic
Competence motivation
Autonomy
Intrinsic rewards demonstrate to yourself and others the value of being you. 20Self-perception theory
Self-perception theory states that people’s attitudes are
developed by observing their own behavior respectively
THINKING ABOUT THEIR OWN THINKING.
21Insufficient justification effect and Dissonance Theory
“How much I enjoyed the experiment” (-5 to +5)
+1.5
“I said the dull experiment was interesting. I
had insufficient justification for doing so.
+1.0
Hmm, maybe it was sort of interesting.”
+0.5 “I said the dull experiment was interesting
although I found it awful. But I had
sufficient reason for doing so - $20.”
0
-0.5
-1.0
Condition No lie $20 $1
Dissonance Theory: No Low High
dissonance dissonance dissonance 22The “bonus” effect
Instructor (high power): managers, teachers, parent
Conditioned person (low power): employee, student, etc..
23• What are your
experiences and
examples?
Reflection
RISKS AND OPPORTUNITIES FROM
BEHAVIORISM/CONDITIONING APPROACH
24Part 3
NATURE – NURTURE APPROACHES TO PSYCHOLOGY
25Criticisms and Limitations of Behaviorism
1. Animal behavior
different from
human behavior
(e.g., free will)
4. Over-reliance on operant-
mathematical approaches
2. Artificial laboratory conditions
A B C 3. Ethical constraints in animal research
5. Negligence of instinct
26“Nature or Nurture” approach to psychology (debate)
Biological Psychoanalysis Cognitive Humanism Behaviorism
Approach Psychology
Focus on genetic, Innate drives of sex Innate mental Maslow emphasized All behavior is
hormonal, and and aggression structures such as basic physical learned from the
neuro-chemical (nature). Social schemas, needs. Society environment
explanations of upbringing during perception and influences a through
behavior. childhood (nurture). memory and person’s self conditioning
constantly changed concept. (stimulus –
by the environment. response).
Nurture
Nature
The environment around us
Because we inherit genes from our
impacts the way our personalities
parents, we are born with a certain
and preferences develop. *Cultural,
set of physical and personality
social (parents, teachers, friends),
characteristics.
technology, etc. 27“Nature, nurture, and free will!
ENVIRON-
GENES
MENT
INDIVIDUAL
CHOICES
28The Difference between Behaviorism and Cognitive Psychology
Behaviorism Cognitive Psychology
Human behavior/learning is Human behavior/learning is based
decided by prior experiences on mental analysis
http://www.myjournies.com/
29Imagination
Imagination is everything. Imagination is more
It is the preview of life’s important than knowledge.
coming attractions.
Albert Einstein Albert Einstein
“What is now proved was once only imagined.”
William Blake
(English poet and painter, ✢ 1827)
30Part 3
ANIMAL-HUMAN (DIS-)SIMILARITY
31How poorly do we understand animal-human (dis-)similarity?
Animals legal status: possession, research object?
However:
Mentally
How big is Well-trained
disabled
the chimpanzee
human difference?
Animals learn by observation
as well
32How poorly do we understand animal-human (dis-)similarity?
We have historically a poor understanding of animals’
minds!
We can observe that emotional states matter to
animals!
33How poorly do we understand animal-human (dis-)similarity?
Did you know?
1) 2) 3) 4)
http://www.einfachschoen.me/suesse-tierfakten/
5) 6) 7) 8)
34• What do you think:
how (dis-)similar are
humans and animals?
Reflection
ANIMAL-HUMAN SIMILARITY
35Back-up slide: Konrad Lorenz’ Imprinting mechanisms in learning
Imprinting: For example,
young geese form an image
of “parent” just after
hatching.
Sensitive periods:
Limited periods of
time during which
imprinting must
occur, otherwise it
won’t occur at all.
Konrad Lorenz’ Imprinting experiment
36Back-up slide: Piaget’s Developmental Cognitive Principles (Schema Theory)
How we add new information to existing knowledge:
1. Assimilation 2. Equilibrium 3. Disequilibrium 4. Accommodation
Building the theory Theory Theory is New information is
about cats confirmation questioned added to the
(doubt) schema
Piaget’s Schema stages Learners need opportunities to construct their knowledge
(playing, trying things out)
37Back-up slide: Buddhism: The 6 Realms
GODS REALM
DEMI-GOD REALM
HUMAN REALM
ANIMAL REALM
(Similar to a hellish realm, driven by
impulse and instinct (primitive
consciousness, plants)
HUNGRY GHOST REALM
HELL REALM
38Back-up slide: “Nature or Nurture” approach in learning
A learner’s personality is depending on the Interplay of genetic and environmental
factors
Genetic Factors
Stability especially in Environmental Factors
childhood Change especially during
adolescence and adulthood
Traumatic Estimated to
Child rearing influence change
experiences
Triggering in psychological
(learning) Cultural
Culture traits for up to
personality époque 100% during
change adolescence to
Illness Health early adulthood
39Back-up slide: Socio-cultural Approach
Influence of one’s social surrounding is imperative to learning and the development of
thought.
A learner is constructing his/her knowledge actively
through social interactions (e.g., instructions), and private
speech helps internalizing knowledge.
We build
understanding
together Social
Constructivism
Everyone builds
their own
Lev Vygotsky understanding
40Back-up slide:
• What do you think:
Is our ability to learn
genetics (nature) or
depending on how we are
raised, educated, and
experienced (nurture)?
Reflection
NATURE OR NURTURE?
41Back-up slide: Plasticity of “Intelligence” (evidence for environment influence)
Intelligence is not fixed, it, however, defines a certain reaction range of possibilities.
Neural plasticity
Nature
Children’s universal
desire to learn
Direct heritance of
&
genes from parents
Bringing up
Parental guidance / Nurture
support
42Back-up slide: Howard E. Gardiner (1943 - 2018)
Theory of Multiple Intelligences
(Gardiner)
§ Humans have different ways of learning and
thus display different types of intelligence.
§ No test exists to assess people on all of the
different types of intelligences, thus
judgment of many types of intelligences
remains subjective.
43Back-up slide: Humans are the ultimate adaptation machine. – Tom Bilyeu
https://www.youtube.com/watch?v=kUIIt5oYxSY (From 1:23 - 6:19)
“It is not the strongest of the
species that survives, nor the
most intelligent that survives. It
is the one that is most adaptable
to change.”
Charles Darwin (1809 - 1882)
446 Takeaways from ‘80% is Psychology’
(Session #2: Behaviorism and Animal & Human Learning)
1. Think about your thinking! There are biological For organizations:
and environmental influences, but we have more q REWARD effort put into the development of
control over our lives than we often believe. See competencies more than task-related performance
the choices you have and start selecting the ones because when people are promised an external (e.g.,
you like and which are good for you. monetary) reward for doing a task well, the primary
2. Check the stories you are telling yourself. Are you outcome is that they get more excited about the reward
really loving what you do for the activity itself or and not about competently performing the task.
are you justifying a lie because of rewards? q VALUE people by recognizing/respecting their interests,
3. Question how much you are influenced by seeking curiosity, mastery, and autonomy. Tangibly support
external rewards and/or avoiding (seeming) them through secure and attractive working conditions.
punishment. q HELP employees to be proud of themselves as human
4. Choose your type of motivation, which can be beings. Don’t destroy their story of loving their job by
either extrinsic (grades, salary, praise, etc.) or linking too tightly their quantified personality to
measurable extrinsic rewards only. Humans can be
intrinsic (curiosity, mastery, autonomy, purpose).
more than circus animals showing tricks for food.
5. Be humble regarding your understanding of
q DEVELOP all employees. Talent and intelligence are
animals as they have emotions too. diverse and not fixed, all heavily depending on
6. Realize your human nature (beyond the animal imagination, belief, and support and effort put into it.
realm), using free will and imagination capability. 45Q&A
Thank you! www.mathias-sager.com
Next:
Wednesday, October 24, 2018, 19:00
- #03 3/6 Social Learning &
On Amazon and Udemy Developing a Growth Mindset
46You can also read
