Shenk discusses the
potential for improvement through the study of psychologist Carol Dweck who
tested how innate versus malleable intelligence affects students’ ambition.
Dweck’s experiment praised children for solving puzzles, either based on their
intelligence or their effort. When students then chose between a set of easy
and hard puzzles, “90% of the kids praised for their hard work chose the more
difficult puzzle,” while a majority of kids praised for their innate
intelligence chose the easier puzzle (98). Shenk cites Dweck’s study to
demonstrate that an “incremental” theory of “malleable intelligence” leads
students to be more ambitious and successful. Considering the relationship
between structure and function, what physiological changes might be seen over
time given the idea of malleable intelligence and the capacity for intellectual
growth, and how might these changes occur. Refer your answer to our recent
units discussing hormones and the endocrine system.
David Ribot
(ribotdavid@gmail.com)
Dweck’s study shows a prime example of how malleable intelligence exists and affects people’s lives. Children who are encouraged because of hard work are more ready to take on more difficult tasks and aren’t lazy. This can be seen nowadays in China. Parents push their children so hard to do well in math and science, and the students are growing exponentially in those areas. Shenk deduces from Dweck’s experiment that “people with an ‘incremental’ theory of intelligence...are much more intellectually ambitious and successful” (98). Shenk urges us to promote and encourage others for hard work and effort rather than past achievements. Humans look to the future with a more open mind and are motivated when praised for hard work. When praising a kid for hard work, the child is more motivated to work even harder. In a PNAS experiment, the scientists studied how a certain hormone affects memory capability and they concluded: “It is well established that adrenal stress hormone-induced activation of the basolateral complex of the amygdala (BLA) influences memory consolidation” (http://www.pnas.org/content/99/21/13908.full?sid=0f624082-d668-4472-8cec-5cbeb1c059bd). This hormone directly affects how memory is secured and stabilized. Hormones like this regulate the intellectual capacity making it possible to retain more memories at a given time with the right stimulus. Thus, malleable intelligence seems to be real and allow intellectual growth.
ReplyDeleteIn relation to structure versus function, malleable intelligence seems to coincide with evolution. Shenk describes in East Africa: “[they have] smaller physiques, narrow shoulders, lean legs...rendering them ideal endurance athletes: marathon runners, cyclists, swimmers” (299). The evolutionary adaptions by these people have led to a better physiological structure in their region. This structure then functions more efficiently and effectively in their environment. This relates to malleable intelligence because the body’s of East Africans adapted to be more selectively advantageous for their surroundings. Campbell defines evolution as: “descent with modification” (452). This definition coincides with the fact that the East Africans adapted over long periods of time in their geographic location. After many generations of “descent,” the people of the region “modified.”
Josh LeVay (blevay@comcast.net)
PART 1
ReplyDeleteDweck’s results from her grade-school studies (p. 97-99) supports the ironic fact that the fear of disappointment and failure are what prevents students from moving forward intellectually in school and successfully as adults. By showering young children with comments implying that their intelligence is inborn, parents and teachers increase their expectations on the children who feel the pressure to meet them, and may not want to challenge themselves in fear of being unable to reach a goal and disappointing their peers. Encouraging the belief of inborn intelligence also decreases the motivation of students to work harder to achieve their goals, since certain parents will raise their child on the idea that they are wired to have a certain amount of intelligence or to already be “naturally talented” at a young age and that if they are not either of those, then they aren’t supposed to be.
On the other hand, children showered with encouragement in working hard become more intellectually adventurous and are more willing to challenge themselves in their studies. These people with an “incremental” theory of intelligence are then much more ambitious than the latter group of children, and become much more successful in life because of their determination in reaching beyond the horizon. As Shenk says, “Because talent is a function of acquired skills rather than innate ability, adult achievement depends completely on long-term attitude and resources and process rather than any particular age-based talent quotient”(p. 98-99).
In relation to biology, the endocrine system of those who academically or physically challenge themselves is probably more controlled than the endocrine system of those who do not feel the need to question their limitations. The endocrine system functions chemical signaling by hormones and is one of the two basic systems for communication and regulation throughout the body (Campbell 975). I agree with Josh that East African’s bodies are suited to the physical exertion of athletes because of their culture of herding in order to impress women and environment of limited transportation that forces them to adapt and increase their aerobic activity in order to arrive at certain destinations and to meet the demands of everyday life, such as going to school or walking to the market. These athletes are also probably more likely to stimulate the production of the growth hormone protein, which stimulates growth and metabolic functions (Campbell 987), than others who are not as physically fit. However, I believe that their physiques are not limited to just East Africans; anyone may be able to reach the level of athleticism of an East African if they strived to be, especially if they were put in the same environmental conditions.
Tracy Lai (tracymlai@hotmail.com)
PART 2
ReplyDeleteThose who challenge themselves academically as well as those who participate in strenuous activity are more likely to release adrenal hormones from the adrenal cortex and the adrenal medulla in response to stress. There is a “fight or flight” response triggered by epinephrine(adrenaline) and norepinephrine(noradrenaline) from the adrenal medulla. These hormones result in increasing the amount of energy for immediate use by increasing the rate of glycogen breakdown in the liver and skeletal muscles, as well as increasing both heart rate and stroke volume in order to raise the rate of oxygen delivery to body cells(Campbell 991-992). While constant stress has a negative effect on the human body by disrupting almost all body processes from overexposure to stress hormones (http://www.mayoclinic.com/health/stress/SR00001), those who challenge themselves intellectually and/or physically are more experienced in releasing these hormones to control the stress they often feel when pushing the boundaries of their knowledge/physical limitations. Having an increased amount of exposure to these hormones are more likely to allow for more room to grow, therefore giving those who push themselves a greater chance of success in the future.
Tracy Lai (tracymlai@hotmail.com)