Knowledge clip 1: 5 axioms of human communication
Communication and leadership:
- Focus on effective interaction/communication.
- Interpersonal and small groups.
- Processes of influence.
- Skills in context (person and environment).
Pragmatics of human communication:
- Syntactics: transmitting information, how humans code information.
- Semantics: meaning of communication.
- Pragmatics: behavioral effects of communication (=psychology).
How does one person’s behavior influence another.
Axiom 1: one cannot not communicate
All of our behavior communicates something; behavior has no opposite.
There is no such thing as non-behavior.
- For example: ignoring someone to not having to communicate, but
this also sends a very strong message.
The problem is not ‘to communicate or not to communicate’ but ‘to
communicate effectively or not to communicate effectively.’
Axiom 2: every communication has a content and a relationship
aspect such that the latter classifies the former and is therefore a
metacommunication
- Content: literal content of what someone is saying.
- Relationship aspect: has to do with the context in which someone
says something. Could also have to do with the intonation or the way
someone says something.
o This aspect classifies the content.
o Relationship aspect is a communication about the
communication -> metacommunication.
Axiom 3: The nature of a relationship is contingent upon the
punctuation of the communicational sequences between the
communicants
The interpretation of the communicational sequence depends on where
you put the punctuation. Who said what, when and where and is my
behavior a reaction on the other persons behavior or am i the instigator.
- For example, when people have an argument, they have different
perspectives as to communicants on that punctuation in the
sequence of events.
o For example: i got mad because you did something wrong,
other person says i did that because you did something else
before. There is a disagreement in who started what.
- Punctuation: is about causality, it is about the sequence of events.
,Axiom 4: human beings communicate both digitally and
analogically
- Digital communication: all verbal communication, communication
that uses words and symbols.
o Is good for addressing content.
- Analogical communication: all nonverbal communication.
o Intonation, posture, voice.
o Good for representing relationship between individuals.
Axiom 5: All communicational interchanges are either symmetrical
or complementary, depending on whether they are based on
equality or difference
- Symmetrical communication: mirroring each other. One person is
dominant and the other gets dominant as well.
- Complementary communication: rowing, one person rows forward,
other backwards. Movement is complementary. When someone
displays dominant behavior and the other is submissive.
, Knowledge clip 2: Mindset
2 different kinds of mindsets:
- Fixed mindset (entity theory): intelligence (or ability) is a fixed trait
we cannot change.
- Growth mindset (incremental theory): intelligence is a malleable
quality, a potential that can be developed.
What mindsets do:
- Goals: mindset has an influence how goals are being perceived.
o Fixed mindset students adopt performance goals.
I.e. looking smart is most important.
o Growth mindset students adopt learning goals.
I.e. learning is most important.
- Effort beliefs:
o Fixed mindset students say:
Effort is negative.
It should come naturally.
o Growth mindset students say:
Effort is positive.
Work hard, effort is key.
- Strategies when anticipating failure:
o Fixed mindset:
Self-handicapping -> you provide yourself an excuse
from an external cause for your failure.
Feedback avoidance -> avoid situation all together.
o Growth mindset:
Assume they have not yet mastered the relevant skill
and keep going.
- Strategies after failure:
o Fixed mindset:
Helplessness, self-serving bias, downward comparison.
o Growth mindset:
Resilient, mastery-oriented, upward comparison.
, Students with a fixed mindset (entity theory) do not improve very much
when it comes to grades, whereas students with a growth mindset
(incremental theory) approve in their math grades.
- Growth mindset has learning goals, positive effort beliefs, positive
strategies and low helpless attributions.
Kind of mindset is predictive of your success.
How mindsets are communicated
Study: each student worked on a non-verbal IQ test and was given one
kind of praise.
- Intelligence praise: wow, that’s a really good score, you must be
smart to do this.
- Effort praise: that’s a really good score; you must have tried really
hard.
- Control group: that’s a really good score.
Effects of this study:
- When students got praised on intelligence, they were more likely to
select performance goals instead of learning goals.
- When students got praised for their effort, they would rather select
learning goals instead of performance goals.
Before failure there isn’t much of a difference between the 3 groups, but
after failure, especially compared to the control group, students who were
praised for effort did better than the students who were praised for
intelligence. Students praised for intelligence performed worse.
Those praised for intelligence chose performance type of information, so
how well they did in comparison to other children. Those praised for effort
chose strategy information on how to become better.
Students praised for performance tend to lie more to people who asked
how they did, students praised for effort showed no difference with the
control group.
Communication and leadership:
- Focus on effective interaction/communication.
- Interpersonal and small groups.
- Processes of influence.
- Skills in context (person and environment).
Pragmatics of human communication:
- Syntactics: transmitting information, how humans code information.
- Semantics: meaning of communication.
- Pragmatics: behavioral effects of communication (=psychology).
How does one person’s behavior influence another.
Axiom 1: one cannot not communicate
All of our behavior communicates something; behavior has no opposite.
There is no such thing as non-behavior.
- For example: ignoring someone to not having to communicate, but
this also sends a very strong message.
The problem is not ‘to communicate or not to communicate’ but ‘to
communicate effectively or not to communicate effectively.’
Axiom 2: every communication has a content and a relationship
aspect such that the latter classifies the former and is therefore a
metacommunication
- Content: literal content of what someone is saying.
- Relationship aspect: has to do with the context in which someone
says something. Could also have to do with the intonation or the way
someone says something.
o This aspect classifies the content.
o Relationship aspect is a communication about the
communication -> metacommunication.
Axiom 3: The nature of a relationship is contingent upon the
punctuation of the communicational sequences between the
communicants
The interpretation of the communicational sequence depends on where
you put the punctuation. Who said what, when and where and is my
behavior a reaction on the other persons behavior or am i the instigator.
- For example, when people have an argument, they have different
perspectives as to communicants on that punctuation in the
sequence of events.
o For example: i got mad because you did something wrong,
other person says i did that because you did something else
before. There is a disagreement in who started what.
- Punctuation: is about causality, it is about the sequence of events.
,Axiom 4: human beings communicate both digitally and
analogically
- Digital communication: all verbal communication, communication
that uses words and symbols.
o Is good for addressing content.
- Analogical communication: all nonverbal communication.
o Intonation, posture, voice.
o Good for representing relationship between individuals.
Axiom 5: All communicational interchanges are either symmetrical
or complementary, depending on whether they are based on
equality or difference
- Symmetrical communication: mirroring each other. One person is
dominant and the other gets dominant as well.
- Complementary communication: rowing, one person rows forward,
other backwards. Movement is complementary. When someone
displays dominant behavior and the other is submissive.
, Knowledge clip 2: Mindset
2 different kinds of mindsets:
- Fixed mindset (entity theory): intelligence (or ability) is a fixed trait
we cannot change.
- Growth mindset (incremental theory): intelligence is a malleable
quality, a potential that can be developed.
What mindsets do:
- Goals: mindset has an influence how goals are being perceived.
o Fixed mindset students adopt performance goals.
I.e. looking smart is most important.
o Growth mindset students adopt learning goals.
I.e. learning is most important.
- Effort beliefs:
o Fixed mindset students say:
Effort is negative.
It should come naturally.
o Growth mindset students say:
Effort is positive.
Work hard, effort is key.
- Strategies when anticipating failure:
o Fixed mindset:
Self-handicapping -> you provide yourself an excuse
from an external cause for your failure.
Feedback avoidance -> avoid situation all together.
o Growth mindset:
Assume they have not yet mastered the relevant skill
and keep going.
- Strategies after failure:
o Fixed mindset:
Helplessness, self-serving bias, downward comparison.
o Growth mindset:
Resilient, mastery-oriented, upward comparison.
, Students with a fixed mindset (entity theory) do not improve very much
when it comes to grades, whereas students with a growth mindset
(incremental theory) approve in their math grades.
- Growth mindset has learning goals, positive effort beliefs, positive
strategies and low helpless attributions.
Kind of mindset is predictive of your success.
How mindsets are communicated
Study: each student worked on a non-verbal IQ test and was given one
kind of praise.
- Intelligence praise: wow, that’s a really good score, you must be
smart to do this.
- Effort praise: that’s a really good score; you must have tried really
hard.
- Control group: that’s a really good score.
Effects of this study:
- When students got praised on intelligence, they were more likely to
select performance goals instead of learning goals.
- When students got praised for their effort, they would rather select
learning goals instead of performance goals.
Before failure there isn’t much of a difference between the 3 groups, but
after failure, especially compared to the control group, students who were
praised for effort did better than the students who were praised for
intelligence. Students praised for intelligence performed worse.
Those praised for intelligence chose performance type of information, so
how well they did in comparison to other children. Those praised for effort
chose strategy information on how to become better.
Students praised for performance tend to lie more to people who asked
how they did, students praised for effort showed no difference with the
control group.
