A new article published in Psychological Science suggests that using inflated praise with children with low self-esteem may be counter-productive. The authors conducted three studies. Two of these tested whether adults are more likely to give inflated praise to children with low self-esteem than to children with high self-esteem, both inside the laboratory (Study 1. N = 712 adults) and outside the laboratory (Study 2. N = 114 parents). A third experiment looked at whether inflated praise decreases challenge-seeking in children with low self-esteem (N = 240 children aged 8-12).
The findings showed that adults are especially inclined to give inflated praise, such as “You made an incredibly beautiful drawing!”, to children with low self-esteem. However, they also found that such praise decreases challenge-seeking in children with low self-esteem and has the opposite effect on children with high self-esteem. They conclude that inflated praise, although well intended, may cause children with low self-esteem to avoid crucial learning experiences.
Source: “That’s Not Just Beautiful–That’s Incredibly Beautiful!”: The Adverse Impact of Inflated Praise on Children With Low Self-Esteem (2014),Psychological Science, online first January 2014.
Policies that aim to improve pupil achievement often involve increasing teaching time. A new article, published in the Economics of Education Review, describes a randomised controlled trial designed to estimate the effect of an extended school day on maths and language achievement.
During the three-month trial, which involved seven Dutch primary schools, children in the treatment group had a longer school day. The authors found that the longer day had no significant effect on maths or language achievement. The programme was only offered for 11 weeks, and this may have been too little time to produce improvements in achievement. However, the authors note that their findings reflect those of the limited previous research in this area.
Source: The Effectiveness of Extended Day Programs: Evidence from a Randomized Field Experiment in the Netherlands (2013), Economics of Education Review, 36.
Possessing greater general knowledge about the brain does not appear to protect teachers from believing in “neuromyths” – misconceptions about neuroscience research in education.
A study in Frontiers in Psychology found that teachers who are interested in the application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Researchers tested 242 teachers in the UK and the Netherlands with an interest in the neuroscience of learning, using an online survey with 32 statements about the brain and its influence on learning, of which 15 were neuromyths.
On average, the teachers believed 49 per cent of the neuromyths, particularly those related to commercialised education programmes like Brain Gym. One of the most commonly believed myths was that “Individuals learn better when they receive information in their preferred learning style (eg, auditory, visual, kinesthetic)”, which was said to be correct by over 80 per cent of teachers in the study.
Although loosely based on scientific fact, these neuromyths may have adverse effects on educational practice. The researchers conclude that there is a need for better interdisciplinary communication to reduce misunderstandings and create successful collaborations between neuroscience and education.
Source: Neuromyths in education: Prevalence and predictors of misconceptions among teachers (2012), Frontiers in Psychology