Muhammet Ali ATİCİEL
@Muhammedt72
(م~ع)
25 okur puanı
Mart 2022 tarihinde katıldı
Şu anda okuduğu kitap
... of course it is true that after a busy day at work or looking after children, the idea of "doing nothing" might sound good. However, for most people, free time ends up being wasted time. If you try doing something
that is hard to do, you will get much more benefit from it.
But Joan Grusec did an interesting
experiment about this. After some children shared toys with other children, some of them had their behavior mentioned
in feedback:"It was nice of you to share those toys with other children. That was a nice and helpful thing to do." Others were
given feedback on their characters:"I guess you are the kind of person who likes to help others. You are a helpful person." Later, in a similar situation, the children who had received character comments were 45% more likely to share toys, while those who received behavior comments were only 10% more likely to share. When our character is mentioned we begin to build up an idea of ourselves as a good person.
A recent study looked at every Nobel Prize-winning scientist
from 1901 to 2005 and compared them with other scientists
who had not won Nobel Prizes. Both groups knew their science
well-they had deep experience. But the Nobel Prize winners
were more likely to be doing other, artistic, things as well.
Here's what the fifteen researchers at Michigan State University
found when they compared the Nobel Prize winners with the
other scientists.
Creative thinking often requires people to connect ideas from quite different domains. A good example is the reflective lens
universally used on roads to allow car drivers to see unlit road markings at night. These are often referred to as cats' eyes, a
source of inspiration for their inventor, Percy Shaw. He realized that if a cat's eye reflected light at night allowing one to see it, then
an artificial lens could serve the same function for drivers.
In another study, by the music psychologist Gary McPherson, children were asked a simple question before they started their first music lesson: 'How long do you think you will play your new instrument?' The options were: through this year, through primary school, through high school, or throughout life. On the basis of their answers, McPherson categorized the children (again in secret) into three groups, showing short-term commitment, medium-term commitment, and long-term commitment. He then measured the amount of practice by each child per week and came up with three more categories: low (20 minutes per week), medium (45 minutes per week), and high (90 minutes per week). When he plotted the children's actual performance on a graph, the differences between the three groups were astonishing. Not only did the long-term committed perform better with a low level of practice than the short-term committed with a high level of practice (presumably forced by their parents!) - the long-term committed performed 400 per cent better than the short-term committed when they, too, adopted a high level of practice.