Attention, it turns out, is not nearly as important as curiosity, the same way that intrinsic motivation is superior to extrinsic motivation.
If you give someone an interesting problem to solve, attention doesn’t seem to be an issue. If they are solving the problem in order to satisfy their own curiosities, they will learn much more and work much longer than trying to meet a standard set by a teacher.
Strategies like those used at KIPP and other so-called “no excuses” schools are only necessary because school itself is a rather grim march through proficiencies, rather than a place in which to practice and engage curiosities.
The researchers presented 145 undergraduate students with two 'unusual uses' tasks that gave them two minutes to list as many uses as possible for everyday objects such as toothpicks, clothes hangers and bricks.
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Those students who had done the undemanding activity performed an average of 41% better at the repeated tasks the second time they tried them. By contrast, students in the other three groups showed no improvement. The work will be published shortly in Psychological Science.
Often one finds in discussions about bad speech is that [people say] "You should, of course, let people speak" and they just think bad speech can just be driven out by good speech. I would love it if that were the case. I am dubious that we have the conditions where that is going to hold very easily.