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The principles of psychology
, 1890
"... This Thesis is brought to you for free and open access. It has been accepted for inclusion in University Honors Theses by an authorized administrator of ..."
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This Thesis is brought to you for free and open access. It has been accepted for inclusion in University Honors Theses by an authorized administrator of
Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development
- American Psychologist
, 2006
"... Much of psychology focuses on universal principles of thought and action. Although an extremely productive pursuit, this approach, by describing only the “average person,” risks describing no one in particular. This article discusses an alternate approach that complements interests in universal prin ..."
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Cited by 55 (8 self)
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Much of psychology focuses on universal principles of thought and action. Although an extremely productive pursuit, this approach, by describing only the “average person,” risks describing no one in particular. This article discusses an alternate approach that complements interests in universal principles with analyses of the unique psychological meaning that individuals find in their experiences and interactions. Rooted in research on social cognition, this approach examines how people’s lay theories about the stability or malleability of human attributes alter the meaning they give to basic psychological processes such as self-regulation and social perception. Following a review of research on this lay theories perspective in the field of social psychology, the implications of analyzing psychological meaning for other fields such as developmental, cultural, and personality psychology are discussed.
The learning way: Meta-cognitive aspects of experiential learning.
- Simulation & Gaming,
, 2009
"... Abstract Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and thereby stimulated a fresh look at the works of classical experiential learning scholars who gave experience a central role in the learning processWilliam James, John D ..."
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Abstract Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and thereby stimulated a fresh look at the works of classical experiential learning scholars who gave experience a central role in the learning processWilliam James, John Dewey, Kurt Lewin, Carl Rogers and Paulo Freire. We focus particularly on the work of William James whose contributions are foundational for both experiential learning and contemporary research on meta-cognition. This is followed by an analysis of psychological research on meta-cognition and the role it plays in the learning process. Finally, the meta-cognitive model is used to describe how fundamental concepts of ELT-a learning self-identity, the learning spiral, learning style and learning spaces-can guide the metacognitive monitoring and control of learning. Meta-cognitive strategies that individuals can use to improve their learning effectiveness are outlined. Learners can chart their path on the learning way by developing their meta-cognitive learning capacities and educators can pave the way by placing learning about learning on the agenda of their educational programs. *Not to be cited or quoted prior to publication. A revised version of this working paper will appear in the fortieth anniversary volume of Simulation & Gaming: An Interdisciplinary Journal. We are grateful to Guy Hutt, Garima Sharma and Mano Singham for their helpful comments on a previous draft of this paper. We would welcome any comments and suggestions you may have about the paper at aykolb@msn.com or dak5@msn.com . 1 The spiral of learning from experience described in experiential learning theory (ELT, Kolb 1984) can help learners "learn how to learn". By consciously following a recursive cycle of experiencing, reflecting, thinking and acting, they can increase their learning power. More fundamentally, for many, their learning ability is stifled by a "fixed" self-concept whereby they tell themselves that they can't learn. Following "the learning way" begins with embracing the idea that "I am a learner" and continues with the development of sophisticated strategies for intentional learning based on their unique talents and the different learning challenges they face. In this paper we describe the meta-cognitive experiential learning process originating in the works of foundational theorists of experiential learning-William James, John Dewey, Kurt Lewin, Carl Rogers and Paulo Freire-who placed conscious intentional action based on subjective experience at the center of the learning process. We focus particularly on the work of William James whose contributions are foundational for both experiential learning and contemporary research on meta-cognition. This is followed by an analysis of psychological research on meta-cognition and the role it plays in the learning process. Finally, the metacognitive model is used to describe how fundamental concepts of ELT-a learning self-identity, the learning spiral, learning style and learning spaces-can guide meta-cognitive monitoring and control of learning.
Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance
- Personality and Social Psychology Bulletin
, 2008
"... Much attention has been paid to defensive processes that can be used to safeguard and repair self-esteem. For example, people can dismiss the validity of nega-tive feedback by rejecting it as inaccurate or biased (Baumeister, 1998; Kernis, 2003; Kunda, 1990). If undermining the feedback itself is im ..."
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Much attention has been paid to defensive processes that can be used to safeguard and repair self-esteem. For example, people can dismiss the validity of nega-tive feedback by rejecting it as inaccurate or biased (Baumeister, 1998; Kernis, 2003; Kunda, 1990). If undermining the feedback itself is impractical, people can compare their performance with relatively worse off others (Taylor & Lobel, 1989; Wills, 1981) or compen-sate for their shortcomings symbolically (Wicklund & Gollwitzer, 1982). Indeed, Tesser (2000) has docu-mented such a wide range of mechanisms for self-esteem repair that he has labeled them a “self-zoo ” of inter-changeable processes. As noted, these processes also share an important shortcoming: They are defensive in nature (see Sherman & Cohen, 2002). Each of these processes is defensive because it restores lost self-esteem without addressing the underlying cause of the negative feedback. Instead, by employing these processes, people adjust to the problem psychologically rather than con-fronting it head on (Folkman, Lazarus, Dunkel-Schetter,
Is math a gift? Beliefs that put females at risk
- In S. J. Ceci & W. M. Williams (Eds.), Why
, 2006
"... Why aren’t more of our brightest females pursuing careers in math and science? I was catapulted into this issue by a strange finding. In our research, we were looking at how students cope with confusion when they’re learning brand new material. Confusion is a common occurrence in math and science, w ..."
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Cited by 18 (0 self)
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Why aren’t more of our brightest females pursuing careers in math and science? I was catapulted into this issue by a strange finding. In our research, we were looking at how students cope with confusion when they’re learning brand new material. Confusion is a common occurrence in math and science, where, unlike most verbal areas, new material often involves completely new skills, concepts, or conceptual systems. So we created a new task for students to learn, and for half of the students we placed some confusing material near the beginning (Licht & Dweck, 1984). What we found was that bright girls didn’t cope at all well with this confusion. In fact, the higher the girl’s IQ, the worse she did. Many high IQ girls were unable to learn the material after experiencing confusion. This didn’t happen to boys. For them, the higher their IQ, the better they learned. The confusion only energized them. These findings were all the more striking because we were working with fifth-grade students. Girls were still earning higher grades than boys in just about every subject. There was no stigma attached to girls ’ achievement yet. And the material and problems we gave them did not involve math—so the stereotype about females and math
Can Personality Be Changed? The Role of Beliefs in Personality and Change
"... ABSTRACT—Using recent research, I argue that beliefs lie at the heart of personality and adaptive functioning and that they give us unique insight into how personality and functioning can be changed. I focus on two classes of beliefs—beliefs about the malleability of self-attributes and expectations ..."
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ABSTRACT—Using recent research, I argue that beliefs lie at the heart of personality and adaptive functioning and that they give us unique insight into how personality and functioning can be changed. I focus on two classes of beliefs—beliefs about the malleability of self-attributes and expectations of social acceptance versus rejection—and show how modest interventions have brought about important real-world changes. I conclude by suggesting that beliefs are central to the way in which people package their experiences and carry them forward, and that beliefs should play a more central role in the study of personality. KEYWORDS—personality; personality theories; change; self-beliefs; interventions3 James Springer and James Lewis were identical twins separated shortly after birth and reared apart. Yet both married and divorced women names Linda, and then married women named Betty. They had similar interests. James #1 enjoyed carpentry and James #2 enjoyed mechanical drawing, and both showed similar levels of sociability, flexibility, and self-control on personality tests. When Barbara Herbert and Daphne Goodship, also identical twins, were reunited
Unexpected improvement, decline, and stasis: A prediction confidence perspective on achievement success and failure.
- Journal of Personality and Social Psychology,
, 2007
"... The authors hypothesized that reactions to performance feedback depend on whether one's lay theory of intelligence is supported or violated. In Study 1, following improvement feedback, all participants generally exhibited positive affect, but entity theorists (who believe that intelligence is ..."
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The authors hypothesized that reactions to performance feedback depend on whether one's lay theory of intelligence is supported or violated. In Study 1, following improvement feedback, all participants generally exhibited positive affect, but entity theorists (who believe that intelligence is fixed) displayed more anxiety and more effort to restore prediction confidence than did incremental theorists (who believe that intelligence is malleable). Similarly, when performance declined, entity theorists displayed more anxiety and compensatory effort than incremental theorists. However, when performance remained rigidly static despite a learning opportunity, incremental theorists evinced more anxiety and compensatory effort than entity theorists. In Study 2, this pattern was replicated when the entity and incremental theories were experimentally manipulated. Study 3 demonstrated that for both groups, theory violation impairs subsequent task performance. Taken together, these studies provide evidence that lay theory violation and damaged prediction confidence have significant and measurable effects on emotion and motivation. The authors discuss the implications of these findings for the literature on achievement success and failure.
A blueprint for social cognitive development
- Perspectives on Psychological Science
, 2008
"... ABSTRACT—The field of social cognitive development (SCD) has historically failed to emerge as a dominant approach in developmental psychology. We take this op-portunity to articulate the assumptions, goals, and con-tributions of SCD with the aim of invigorating research from this perspective. We beg ..."
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Cited by 11 (1 self)
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ABSTRACT—The field of social cognitive development (SCD) has historically failed to emerge as a dominant approach in developmental psychology. We take this op-portunity to articulate the assumptions, goals, and con-tributions of SCD with the aim of invigorating research from this perspective. We begin by describing the current landscape of social and cognitive development, suggesting what they have and have not given us. We then outline major goals of the social cognitive developmental ap-proach and walk through examples of successful SCD re-search. Finally, we examine the unique potential of the social cognitive approach to cross-fertilize social and cognitive development (as well as related fields such as social psychology and neuroscience) and to answer new questions about development.
It’s ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students
- Journal of Experimental Social Psychology
, 2012
"... Can comforting struggling students demotivate them and potentially decrease the pool of students pursuing mathrelated subjects? In Studies 1-3, instructors holding an entity (fixed) theory of math intelligence more readily judged students to have low ability than those holding an incremental (malle ..."
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Can comforting struggling students demotivate them and potentially decrease the pool of students pursuing mathrelated subjects? In Studies 1-3, instructors holding an entity (fixed) theory of math intelligence more readily judged students to have low ability than those holding an incremental (malleable) theory. Studies 2-3 further revealed that those holding an entity (versus incremental) theory were more likely to both comfort students for low math ability and use "kind" strategies unlikely to promote engagement with the field (e.g., assigning less homework). Next, we explored what this comfort-oriented feedback communicated to students, compared with strategy-oriented and control feedback (Study 4). Students responding to comfort-oriented feedback not only perceived the instructor's entity theory and low expectations, but also reported lowered motivation and lower expectations for their own performance. This research has implications for understanding how pedagogical practices can lock students into low achievement and deplete the math pipeline.
