For questions 19-24, choose from the sentences A-H the one which best fits the gap.
There are two sentences that you do not need.
Mark your answer on the answer sheet.
There is an example at the beginning (0).
Why do some people learn faster?
One of the essential lessons of learning is that people learn how to get it right by repeatedly getting it wrong. Jason Moser at Michigan State University experiments with this to explain why some people are so much more effective at learning from their mistakes. (0) After all, to err is human but the important part is what happens next. Do we ignore the mistake for the sake of our self-confidence? Or do we investigate the error, seeking to learn from it? The Moser experiment is premised on the fact that there are two distinct reactions to mistakes. The first appears immediately after a mistake and originates in the part of our brain that helps monitor behaviour and regulate attention. It happens mostly involuntarily, and is the inevitable response to any lapse.
It occurs when we pay attention to the error, dwelling on the disappointing result. Numerous studies have shown that subjects learn more effectively when their brains show a bigger initial response to the mistake and when they pay attention to the error, thus trying to learn from it. To understand this it is important to distinguish between two kinds of people. One group has a fixed mind-set and they tend to agree with statements such as 'You cannot do much to change your intelligence.'
While the first see mistakes as a dismal failure, the second look at them as the engine of education. The experiment begins with a tiring assignment in which subjects must identify the middle letter of a five-letter series, such as 'MMMM' or 'NNMNN'. Sometimes the middle letter is the same as the other four, and sometimes it's different - quite a simple change.
Once they make a mistake, of course, they immediately regret it. There is no excuse for misidentifying a letter. It turns out that those subjects with a growth mind-set are significantly better at learning from their mistakes. In addition, increased attention to their mistakes is nicely correlated with improvement after the error.
Because the subjects are thinking about what they got wrong, they learn how to get it right. Apart from this, praising also plays two different roles in learning success.
This fear of failure encourages them to avoid the most useful kind of learning activities - learning from their mistakes. But when praised for their effort, they want to understand their mistakes, learn from them and figure out how to do better. The problem with praising innate intelligence is that it misrepresents the psychological reality of education. Although making a mistake causes embarrassment, it is an irreplaceable component of learning.
It will keep on making the same mistakes, forsaking self-improvement for the sake of self-confidence. Samuel Beckett had the right attitude: 'Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better.'
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