5 Scientific Ways to Build Habits That Stick “We are what we repeatedly do. Excellence then, is not an act, but a habit.” Sobering words from Aristotle, and an astute reminder that success doesn’t come overnight. On the contrary, it’s discipline that gets you from Point A to the often elusive Point B. In our day-to-day lives, habits can often be tough to build, as there are plenty of distractions that can lead us off the “straight and narrow” and right back to our old ways. To alleviate some of those troubles we can examine some academic research on motivation, discipline, and habit building, and break down their findings into actionable steps that any aspiring habit-builder can put into place. 1. In a fascinating study on motivation, researchers found abstract thinking to be an effective method to help with discipline. The answer is to create what I call “micro quotas” and “macro goals.” 2. Creating sticky habits is far easier when we make use of our current routines, instead of trying to fight them. 3. 4. 5. The solution?
Smarter not Harder Mindsetsclassroom - home Harry Harlow Harry Frederick Harlow (October 31, 1905 – December 6, 1981) was an American psychologist best known for his maternal-separation, dependency needs, and social isolation experiments on rhesus monkeys, which demonstrated the importance of care-giving and companionship in social and cognitive development. He conducted most of his research at the University of Wisconsin–Madison, where humanistic psychologist Abraham Maslow worked for a time with him. Harlow's experiments were controversial; they included rearing infant macaques in isolation chambers for up to 24 months, from which they emerged severely disturbed. Some researchers cite the experiments as a factor in the rise of the animal liberation movement in the United States. Biography Born Harry Israel on October 31, 1905 to Mabel Rock and Alonzo Harlow Israel, Harlow grew up in Fairfield, Iowa, the second youngest of four brothers. Harlow's personal life was complicated. Monkey studies Dr. To investigate the debate, Dr.
From Defeat, Rejection to Success Emotional Habits, by Ajahn Sumedho I’ve been here at Amaravati for fifteen years . We have a nice temple with cloisters now, and somebody has donated funds for a very nice kuti, the nicest kuti I’ve ever had. And one may become attached to Amaravati, or ideas about Amaravati, or the sangha, to monasticism or Buddhism, to being a good Buddhist monk or to the Theravada tradition, to the Thai forest tradition, to establishing Buddhism in the West. All these things are very good and one gets praised for them. I now see the emotional habits that one has as vipaka-kamma (result of kamma). You can see that every moment of your life you have this. This seems to be a time when this kind of teaching is becoming increasingly appreciated. If we contemplate in the terms of just being one human individual at this time, we can see that what we learn through awareness is something very ordinary and unimpressive. This is humbling. The mind is not just some kind of thing in the skull. First published in the August 1999 Buddhism Now
Resistance Training For Your 'Willpower' Muscles hide captionDo not eat this cupcake. iStockphoto.com Look at that cupcake. Doesn't it look delicious? Don't you want to eat it? Well, don't. The power to resist temptation — to pass up dessert, to endure an unpleasant experience, to defer satisfaction — is our "greatest human strength," argue psychologist Roy F. "The Victorians talked about this vague idea of it being some form of mental energy," Tierney tells NPR's Audie Cornish. Whether you're resisting a favorite food or completing a dreaded task, exercising self-control in different areas of your life saps the same mental energy source. "Just putting food where you can see it next to you depletes your willpower," Tierney says. One of the most well-known studies found that hungry students who were forced to resist the temptation of eating chocolate chip cookies did not perform as well on subsequent tests of focus and self-control as students who had not been asked to previously exercise restraint.
Developing a Growth Mindset in Teachers and Staff The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset. These individuals argue that success is based on learning, persistence and hard work. According to Dweck: In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. The crucial point for individuals is that these mindsets have a large impact upon our understanding of success and failure. Needless to say, this idea of mindsets has significant implications for education. Crucially, Dweck’s research is applicable to all people, not just students.
Have Scientists Finally Discovered Evidence for Psychic Phenomena? In Lewis Carroll's , the White Queen tells Alice that in her land, " memory works both ways." Not only can the Queen remember things from the past, but she also remembers "things that happened the week after next." Alice attempts to argue with the Queen, stating "I'm sure mine only works one way...I can't remember things before they happen." The Queen replies, "It's a poor sort of memory that only works backwards." How much better would our lives be if we could live in the White Queen's kingdom, where ours memory would work backwards and forewords? Dr. Although prior research has been conducted on the psi phenomena - we have all seen those movie images of people staring at Zener cards with a star or wavy lines on them - such studies often fail to meet the threshold of "scientific investigation." For example, we all know that rehearsing a set of words makes them easier to recall in the future, but what if the rehearsal occurs after the recall?
From Now On: The Newsletter of The Efficacy Institute An idea for the day: Accepting responsibility for the outcomes of the children in one's classroom, whatever their backgrounds and whatever baggage they bring with them, is the absolute requirement for learning how to effectively teach kids living in difficult circumstances. This ethic of responsibility is clear when we talk with our most effective teachers. Where does it come from? And why is it not evident in all? Their initial answers usually cluster around the politically correct 'ours,' and one or two people, often primary grade teachers, will blurt out 'mine.' "What about 'mine'," I say, "Then who's responsible for them?" People acknowledge the implication of this answer: "I accept responsibility for what happens to the children in my class, whether the parents behave responsibly or not, and whether or not my colleagues join me in this responsibility." So the first question is: Whose kids are these?
Six Habits of Highly Empathic People Republished from greatergood.berkeley.edu By Roman Krznaric If you think you’re hearing the word “empathy” everywhere, you’re right. It’s now on the lips of scientists and business leaders, education experts and political activists. But what is empathy? The big buzz about empathy stems from a revolutionary shift in the science of how we understand human nature. Over the last decade, neuroscientists have identified a 10-section “empathy circuit” in our brains which, if damaged, can curtail our ability to understand what other people are feeling. But empathy doesn’t stop developing in childhood. Habit 1: Cultivate curiosity about strangers Highly empathic people (HEPs) have an insatiable curiosity about strangers. Curiosity expands our empathy when we talk to people outside our usual social circle, encountering lives and worldviews very different from our own. Cultivating curiosity requires more than having a brief chat about the weather. Habit 3: Try another person’s life
Behavioral change resource How To Weave Growth Mindset Into School Culture Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at Arroyo High School in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar. Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about growth mindset from the very beginning and backed up the discussion with action. “He would tell me, ‘You need to push yourself, that’s how you’re going to grow. She didn’t believe him at first; she thought she just wasn’t good at science. When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge.