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Ehsan Sehgal

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“Stanford University's psychologist Carol Dweck and her colleagues have discovered that what you believe about intellectual ability—whether you think it's a fixed gift, or an earned ability that can be developed—makes a difference to your behavior, persistence, and performance. Students who see ability as fixed—as a gift—are more vulnerable to setbacks and difficulties. And stereotypes, as Dweck rightly points out, "are stories about gifts—who has them and who doesn't." Dweck and her colleagues are shown that when students are encouraged to see math ability as something that grows with effort—pointing out, for example, that the brain forges new connections and develops better ability every time they practice a task—grades improve and gender gaps diminish (relative to groups given control interventions).”

AbilityBrainLearningIntellectualGenderNeuroscienceGender Stereotypes
Book:Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference
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“There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.”

EducationLearningTheoryApplicationEngineering
Author:Glenn Kraige
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“It's simply not the case that people use one particular lobe, or a circumscribed area of the brain, to read a novel, or write an essay, or solve an equation, or calculate the angle of a triangle. And, unfortunately, neuroscience has yet to reach the stage at which it can peer into the brain and determine capacity for solving simultaneous equations or readiness to learn calculus.”

BrainLearningIntelligenceNeuroscience
Book:Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference
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