Montag, 28. Mai 2018

Dauerhafter Erwerb:

Wie erwirbt man sich ein dauerhaftes Wissen? Möglicherweise ähnlich wie man Beziehungen zu Mitmenschen knüpft. Durch Zeit und Aufmerksamkeit. Und wiederholte Begegnung.
Das gedankenlose Durchhasten von Wissensstoff, so unterhalsam es sein kann, bringt kaum echten Wissensgewinn mit sich.
"so treiben Tausende einen Verkehr mit der Musik,
und haben doch ihre Offenbarung nicht."

Ludwig v. Beethoven

[Könnte es sich mit der Wissenschaft ähnlich verhalten? Nur wenige scheinen mit und aus echtem Interesse zu studieren.]

Sonntag, 27. Mai 2018

Gifted Children

Ellen Winner, The role of talent in the visual arts:

"The compulsion to draw found in precocious drawers has its parallels in many other domains. That is, any time a child is precocious in a particular activity, that child is also highly interested in and drawn to work at that activity. One can find children who spend hours every day finding and solving math problems; not surprisingly, these children also are precocious at math, and able to think about mathematical concepts far beyond the reach of their peers. The same kinds of children have been noted in music, chess, and reading."


"even the very first productions of precocious children are advanced."


"One cannot even cajole or force a normal child to draw or play music or chess all day, and the children I am talking about insisted on spending their time in this way. Indeed, they often had to be dragged away from their preferred activities in order to eat, sleep, go to school, and be sociable. The interest, drive, and desire to work on something must be part and parcel of the talent."


"Of course, as I have already indicated, and as Chamess et al. and Ericsson have argued, the daily hours spent working on something lead to improvement that would not occur without the daily work. However, the desire to work so hard at something comes from within, not without, and occurs almost always when there is an ability to achieve at high levels with relative ease."


"Occasionally one finds examples of hard work without what I would call innate talent. I refer to these children as drudges, in contrast to those I would call gifted. In the domain of drawing there exists a published record of drawings produced by a child who was obsessed with drawing, who drew constantly, but who never made much progress. This child, Charles, described by Hildreth (1941), provides us with a vivid example of hard work, perhaps one might say deliberate practice, without much innate ability."

"Another kind of example of the effects of hard work without talent can be found in any urban preschool and elementary school in contemporary China. Chinese children are given explicit instructions in drawing from the age of 3, when they enter kindergarten; and from the age of 6 they have daily practice in copying calligraphy (Gardner, 1989; Winner, 1989). These children are taught in a meticulous, step-by-step manner how to produce a wide variety of graphic schemas found in traditional Chinese painting: bamboo, goldfish, shrimp, chickens, roosters, and so on. They are taught precisely which lines to make, and the direction and order in which to make them. They learn by copying, but eventually they are able to go beyond copying and draw from life. Whereas ordinary Western children are given virtually no instruction in drawing, and are simply given materials with which to explore and experiment, ordinary Chinese children are given very detailed instruction in drawing as a skill. Thus, the drawings of ordinary Chinese children appear controlled, neat, skilled, and adultlike, whereas those of ordinary Western children appear free, messy, unskilled, and childlike. It is undoubtedly the instructional regimen imposed on the Chinese child that accounts for the difference.
One can see the same phenomenon in the domain of music. Ordinary Japanese children trained in the Suzuki method of violin begin to play the violin at a very young age and practice every day. These children play in a disciplined, controlled, musical manner at a very young age, and appear on the surface as if they are all musical prodigies.
Although Chinese drawers and Suzuki violinists perform at a level that makes them look highly skilled, they are really very different from the kinds of children I described earlier-those who not only choose to draw, play music, or solve math problems, but who insist on doing so, and all the time."

"Precocious drawers seem to be able to do things with lines on paper that are simply never mastered by ordinary children who work hard at drawing. Here are a few ways in which they differ. First, as already mentioned, they are self-taught. For example, they invent techniques such as perspective and foreshortening on their own, whereas ordinary children require instruction to arrive at these achievements. Second, they show a confidence in their line, and an ability to draw a complex contour with one fluid line. Ordinary children never arrive at this. ... Third, they can begin a drawing from any part of the object drawn, and draw objects from noncanonical orientations. This ability suggests a strong visual imagery ability (see the following for evidence of this ). Strong visual imagery is also suggested by the way in which these children often draw something vividly that they have seen months, even years ago (Seife, 1995; Winner, 1996). Fourth, these children are highly inventive, and endlessly vary their compositions, forms, and sometimes colors. ... This ability to invent and discover the domain independent of instruction has its parallel in all other domains in which one finds precocious children."

"In short, precocious children are not mere drudges. They are not ordinary children who know how to work hard. Not only can one not make ordinary children spend hours a day at drawing or chess or math, but even if one could, as in China or Japan, these children do not achieve with instruction what precocious children achieve on their own."

Biological Acceleration:

"Psychologists would never assert that retardation is due to too little training or not enough drill. No one disputes the biological basis of retardation (with the exception of that due to extremely impoverished environments); and yet some do assert that high ability, the flip side of retardation, is entirely due to hard work. But if biological retardation exists, why not biological acceleration?"

Ellen Winner

Gestaltung des Bewusstseins:

Wir erwerben uns unser Bewusstsein recht eigentlich erst, indem wir es investieren.

Samstag, 26. Mai 2018

Self regulation as a two-level system:

Russell A. Barkley, Executive Functions

>SR (or EF here) has been usefully viewed by many different theorists as a two-level system (Carver & Scheier, 2011; Eisenberg et al., 2011; Hofmann et al., 2011; Koole, van Dillen, & Sheppes, 2011; McRae, Ochsner, & Gross, 2011). The first level attends to “the now” and is automatic, pre-executive, unconscious, stimulus-driven, and largely reactive (Kahneman, 2011). It was discussed in the previous chapter. It is often focused on primitive features of the environment, both internal and external, and it is evident in other mammals. It involves a host of psychological abilities or evolved mental modules for situation detection, attentional control, event appraisal, and response generation. It serves to achieve immediate or near-term goals, and it largely focuses on the flow of events in “the now.”

The second level is the executive, effortful, conscious one that attends to the future. It is the EF level that intervenes in and otherwise strives to regulate the automatic level in the service of longer-term goals across larger spans of time. It is focused on the flow of potential events lying ahead in the future, and it relies on mental representations (internal actions) to guide and adjust the motor system so as to alter the likelihood of potential future events. It seeks to wrest control of the “now” automatic system in the service of mental representations of longer-term goals and related information. ... It is within this second level that the EF components discussed earlier exist. They generate and sustain the mental representations that will cause the “top-down” regulation of the automatic level of human action (Badre, 2008; Banich, 2009; Botvinich, 2008; Hofmann et al., 2011).<


>As others have noted (Fishbach & Converse, 2011; Mischel & Ayduk, 2011), SR (and so EF) is most often initiated whenever immediate desires conflict with more important longer-term goals. Resolving the conflict in favor of the longer-term goal demands SR (and so EF). Successful SR involves (1) identifying that a conflict between “the now” and “the future” actually exists and (2) asymmetric shifting of motivational strengths to favor the longer-term goal (and so diminish the natural tendency to discount the delayed outcome). Identifying that a conflict exists also involves (1) identifying and calculating the costs of each alternative for both the short term and long term; and (2) placing the immediate temptation in the perspective of a larger time frame (called width). Viewed in isolation, immediate desire poses no conflict. But it does when viewed as one event within a wider perspective on time, relative to other desires and over repeated instances. The wider the reference frame, the greater the likelihood of detecting such conflicts and so of initiating SR to combat them successfully.<

Sense of the Future

Russell A. Barkley, Executive Functions:

"Self-awareness is a means for monitoring and evaluating what is initially automatic behavior at the Pre-Executive level. Once such automatic behavior is detected as being inconsistent with attaining a longer-term goal, self-awareness leads the individual to evaluate the situation that has transpired for clues. This is hindsight. The individual is looking back, re-sensing and even reverbalizing past events and his or her responses to them in order to guide readjustments to behavior in the next encounter. A new hypothetical plan is constructed and stored for enactment when the event is next detected. Hindsight thereby leads to foresight; such foresight is the individual’s best guess of what to expect on the next encounter, even when to expect it, and then how to respond. Repeated experiences with the situation can lead to fine tuning of the response. It may thus appear to others as if the person acts with clairvoyance when it is really with the hard-won knowledge from hindsight. On encountering a novel situation the individual has no idea what the future may hold. Yet he or she can activate hindsight of previous similar experiences for ideas on how best to act in this situation. The individual then uses the outcome of that encounter to readjust his or her subsequent behavior. The self-directed actions occurring at this level are thus teleological; they are purposefully implemented as means aimed at conjectured future goals."