The Difference Between Mistakes and Chronic Stupidity

First test passed. A good sign. We know it’s hard work to make time for new learning these days. But you’re choosing to do so. Keep it up.

We’ve often pointed to the research telling us that creativity flourishes in an environment where it’s OK to make well intentioned “misteaks” New neurological research, published in the prestigious journal Wired ignites some interesting sparks in this particular area. (Yes, we know Wired is not a scientific journal, but it makes good science easily understandable in this case, might be a great way of widening your reading range, and is accurately describing some research soon to be published in Psychological Science).

Here’s the insight: There are a number of different neuro-electrical responses to mistakes, which can be measured, can be potentiated, brought into some degree of voluntary control and which are predictive of productive learning from mistakes.

Two measurable (yet variable) responses occur immediately after a mistake. First, (on an Electroencephalogram -EEG) we can see a signal called Error Related Negativity (ERN) , which is mostly involuntary and arrives about 50 milliseconds after a conscious recognition of some failure in your self-expectation.  Following quickly is a signal known as Error Positivity (Pe) in about the 100-500 millisecond range. More intensive ERN signals, and longer, steadier Pe signals correlate with better learning. Better improvement. More growth in wisdom.

And you can consciously attend to strengthening both in a way that serves your future.

It seems the variable that is within our control is something researcher Carol Dweck (Who has had a significant impact on the lives of the partners and families at New & Improved... read on...) called “The Growth Mindset.” This mindset is characterized by a desire to grow and learn from mistakes, coupled with a belief that this is possible. Dweck found that if a person believed that they were capable of learning, capable of working hard at solving problems, they learned more rapidly than if they thought they were just smart. Once again, humility creates the basis for success, and is followed by the curiosity that sets us up for great learning. The Kids in her research, all of whom solved a problem, did better in the future when they were told “You must have worked really hard at this”, rather than “You must be smart at this”.

Carol gave these kids a choice of an additional test after their first success with two options: an easy one or a more challenging one. The “hard working” kids consistently chose the harder one, and learned more because of it. By the third round, the “hard workers” were up 30% in their scores from baseline, while the “smart ones” were down 20%.

We ran in the same circles as Carol when she was doing her original research, and it’s why those of us at New & Improved who are helping raise children never tell them they're smart. We point out that they're great learners. After almost 20 years of using this strategy with the kids we’ve all helped raise, and still working with kids who have not been raised this way, the impact is evident.

If you’ve been reading this, you’re a “good learner” too. You do work hard to feed your creative brain! Keep it up. And have a cookie. You deserve it.

Comments

[Emily Callaghan]

Great post. Among my self-directives: High5 failure! Digging on the science behind it; a great way to set a growth mindset with groups. Thanks!