Here’s a good quote from a recent article Prof. Dweck wrote in Educational Leadership:
Teachers should also emphasize that fast learning is not always the deepest and best learning and that students who take longer sometimes understand things at a deeper level. Students can learn about many historical figures who were not regarded as “fast” learners in childhood. Albert Einstein swore that he was slow to learn and that’s why he pondered the same questions year after year—with, as we know, excellent results.
Read more: Even Geniuses work hard
Did you know there’s an entire blog devoted to exploring the psychology of video games? This blog has become so popular that it’s now a regular column in Gamespot. Here are some posts that caught my eye:
Here’s link to some quick tips on writing good grant proposals.
Also, here are some great videos from the National Institutes of Health (NIH) with tips for applicants (5 minutes):
Here’s a slightly longer video (14 min) describing the grant review process:
Dr. Ryan Howell, the professor at San Francisco State who authored the experiences vs material good study we performed two weeks ago wrote me today, and sent me the two links to the surveymonkey surveys he used in his experiment. I thought you might be interested in checking these out.
The experiential condition:
The material condition:
Here is the presentation from Thursday’s meeting. The first part of the meeting was devoted to the idea of how most psychology experiments are conducted, since we really can’t do typical “control of variables” experiments with identical people.
During the second part of our meeting Dr. Moore explained the writing process we’ll follow. You can find most of those notes in the Mindset Project Grant Proposal.
You just gotta read this article:
Is there evidence that we can see into the future?
Some quotes from the article:
It describes a series of experiments involving more than 1000 student volunteers. In most of the tests, Bem took well-studied psychological phenomena and simply reversed the sequence, so that the event generally interpreted as the cause happened after the tested behaviour rather than before it.
In one experiment, students were shown a list of words and then asked to recall words from it, after which they were told to type words that were randomly selected from the same list. Spookily, the students were better at recalling words that they would later type.
In another study, Bem adapted research on “priming” – the effect of a subliminally presented word on a person’s response to an image. For instance, if someone is momentarily flashed the word “ugly”, it will take them longer to decide that a picture of a kitten is pleasant than if “beautiful” had been flashed. Running the experiment back-to-front, Bem found that the priming effect seemed to work backwards in time as well as forwards.
Here is the link to the grant writing groups, with the assignments for the first round of writing.
Our first round of writing will last this week, and we suggest you get started by emailing the members of your group and arranging a meeting to discuss how you will get started. Dr. Moore and Mr. Burk would also be happy to meet with your group to discuss your part of the grant.
Here is a link to the Mindset Project Grant Proposal.
We ask that each group plan to complete a first draft of their section (for longer sections, this should be at least an outline, and a more complete draft for longer sections).