Ch. 3-4 Snap Judgements and Spontaneity

Chapter 3: The Warren Harding Error 

AKA The Danger of Thin-Slicing

      The highlighted example of Warren Harding as a presidential failure demonstrates how snap judgements can blind us to the truth. Harding was quite literally the "picture" of a presidential candidate and the people were so enthralled with him that they overlooked evidence to the contrary. Harding went on to be one of the worst presidents in history but he sure looked good while doing it. Gladwell illustrates what he calls, "the dark side of thin-slicing", where sizing someone up in the blink of an eye leads us astray. He discusses that we all have deeply rooted attitudes about race, gender, etc. that operate on an unconscious level, creeping into decisions that we make.
      I thought about this with my student base, realizing that each individual comes with his or her own preconceptions about me, peers, and even ideas. So, what can we do to change these impressions? Gladwell proposes that we tackle the root of the problem; our experiences and environment. If we introduce new experiences and change our environments that counter our impressions then we can slowly affect change.

How can I do this with my students?

• Introduce them to perspectives that are different from their own
• Have them engage with people who are different from them
• Expand the teaching environment beyond the classroom setting

Ultimately, to promote any type of deeper transformation, I need to provide students with learning experiences that perhaps take them out of their comfort zone and challenge them to reflect on their existing beliefs.

Chapter 4: Creating Structure for Spontaneity

This entire chapter made me re-think the way I use the word spontaneous. The dictionary defines this to mean: "coming or resulting from a natural impulse or tendency; without effort or premeditation; natural and unconstrained; unplanned". However, Galdwell shares that, "When experts make decisions, they don't logically and systematically compare all available options." Instead, they make decisions based on their experience and intuition. They process decisions quickly using mental simulations which are based on previous experiences, in other words, their training and rehearsal. 

So, how do we create conditions within students for successful spontaneity? 

- Don't overload them with information

- Emphasize the process as much as the outcome

- Allow for reflection on how they came to their decision/outcome

- Active learning ( rehearsal) 

Can you think of anything you do that is second nature or a decision you have made that would be described as "going with your gut"? If you take the time to reflect on this, can you pin point previous experiences that have contributed to your ability to "think fast" or be spontaneous? 

Chapter 2: The Locked Door

This chapter introduces snap judgements and the power of our subconscious. I have always had a negative connotation with snap judgements because I feel that they usually mean very quickly passing judgement based on prior experience or knowledge. But, Gladwell points out that we should not always seek or require evidence for our decisions.  "We need to respect the fact that it is possible to now without knowing why we know and accept that- sometimes - we're better off that way"(52). 

I have always doubted my "gut" feeling because by the time I think through something logically I am not exactly sure what that "gut" feeling or snap judgement was to begin with. Perhaps this is why I was always such a bad test taker....always afraid to go with my first snap judgement or initial response. 

Check out this APA article, What We Know Without Knowing How, By  Lea Winerman. The article discusses how we make snap judgements using intuition or as Gladwell calls it "rapid cognition". 

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What really got my attention in this chapter was the concept of priming- outside influence that affects our subconscious. I would describe priming as planting messages to affect someones behavior, performance or attitude. I think of my son, who I want to make good choices, so I introduce as we walk into the grocery store," What a great helper you are. I am so proud of the way you keep your hands to yourself, ask before you pick anything up, and help push the cart." Chances are that because I started this trip with positive phrasing that my son will chose appropriate behaviors over those that could be interpreted as negative. 

I thought about how I introduce lessons or exams, etc. to my students and the impact that might have on their participation or success. If I want my students to act like professionals in class then I need to set that precedence with my language and non-verbal cues. The psychologist, John Bargh, shared an example of a priming test he conducted where he primed students with ideas of cooperativeness and had them play a game in which you had to cooperate in order to win. The students behaved cooperatively but when asked afterward how they cooperated they could not explain this (p.57). Clearly the subconscious had taken over.  The NY Times article, Who's Minding Who, by Benedict Carey states, "ppsychologists say that “priming” people in this way is not some form of hypnotism, or even subliminal seduction; rather, it’s a demonstration of how everyday sights, smells and sounds can selectively activate goals or motives that people already have."