The Game of Life
Self-Regulation
Via Analog Learning and E-Learning
ICELW, June 12 2013, Columbia University, NY
Richard P...
I would like to
offer you a piece
of this
traditional
Viennese wafer
Please
don t eat it!
2
The Marshmallow Test
http://www.youtube.com/watch?v=x3S0xS2hdi4
The Mature Marshmallow Test:
http://www.youtube.com/watch?...
The difficulty to resist
inner temptation
… this video and the Viennese wafer may
serve as a reminder of how difficult it ...
Self-regulation
“The need to
• delay gratification,
• control impulses, and
• modulate emotional expression
is the earlies...
Self-regulation
• Self-regulation means to be able to
be goal-oriented, context-specific
and to inhibit affective impulses...
Self-regulation
• Self-regulation (respectively executive functions)
consists of:
–Inhibition of behaviour and attention –...
PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698
www.pnas.org/cgi/doi/10.1073/pnas.1010076108
8
Initial question
Is self-regulation important for the
health, wealth, and public safety of the
population?
PNAS | February...
Empirical study
• The study followed a cohort of 1,000
children from birth to the age of 32
years.
• The effects of childr...
Empirical results
PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108
11
high childhood self-control
Empirical results
high childhood self-control
much lower probability of
poor physical health a...
Empirical results
PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108
13
Empirical results
high childhood self-control
much lower probability of
single-parent child-rearing
high childhood self-co...
Empirical results
• It is shown that childhood self-control
predicts:
physical health, drug addiction,
personal finances, ...
It´s never too late
• What would happen if we were able to
intervene and improve children’s self-
control. Would an increa...
Creativity?
My comment on
creativity:
An artist or an innovator
needs to have self-
regulative competencies in
order to be...
Conclusion
If we would support the development of self-
regulation at all ages
this would help to reduce several important...
How to develop self-regulation?
Challenges which require …
• inhibition of impulses
• adjustment to changing rules
• to co...
Analog learning for fostering
self-regulation
http://www.znl-fex.de/ http://www.wehrfritz.de (in German)
20
Analog learning – let´s fex
• One side of the card is shown to the player
• At the same time, the player is given a comman...
Analog learning – let´s fex
• Level 1: The player should do what is shown
on the card.
• Level 2: The player should do the...
Analog learning – let´s fex
• Level 3: The player should do what is shown
on the card only if a wooden mascot is raised.
O...
Alien Game: Being a Space Ranger
• Aliens are hungry or thirsty
• The player has to feed aliens according to
their needs
•...
Games fostering the development of
self-regulation
These games support the development of
self-regulation because they req...
Summary
• Self-control is a key factor for the
development of individuals and our
societies
• Games and teaching methods m...
Significance for you?
The next time, when you are doing your
work, I would like you to ask yourself the
following question...
Richard Pircher
University of Applied Sciences bfi Vienna, Austria
richard.pircher@fh-vie.ac.at
Slides are available at ht...
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Self-regulation Via Analog Learning and e-Learning Self-Control Executive Functions ICELW 2013 Columbia University

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“Self-regulation” (also self-control or executive functions) stands for the capability to control emotions and habits, to own a well-established working memory and cognitive flexibility to be able to switch between different modes of thinking and acting. Substantial research suggests that these core competencies are crucial for factors of success and happiness in life like health, wealth, etc. This paper summarizes the current status of research in different disciplines on these abilities. International examples for relevant teaching will be given. It will explain its significance for private and business settings as part of self-management. The paper will also include the meaning of this topic for burning social questions. Conclusions for didactic analog and digital methods on different age levels including adults will be outlined.

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Self-regulation Via Analog Learning and e-Learning Self-Control Executive Functions ICELW 2013 Columbia University

  1. 1. The Game of Life Self-Regulation Via Analog Learning and E-Learning ICELW, June 12 2013, Columbia University, NY Richard Pircher, Prof. (FH) Dr. University of Applied Sciences bfi Vienna, Austria richard.pircher@fh-vie.ac.at Slides are available at http://richard-pircher.net 1
  2. 2. I would like to offer you a piece of this traditional Viennese wafer Please don t eat it! 2
  3. 3. The Marshmallow Test http://www.youtube.com/watch?v=x3S0xS2hdi4 The Mature Marshmallow Test: http://www.youtube.com/watch?v=jQvBrEEYS20 3
  4. 4. The difficulty to resist inner temptation … this video and the Viennese wafer may serve as a reminder of how difficult it may be to resist inner temptation … and there will also be some more wafers available at the end of the presentation if you resisted 4
  5. 5. Self-regulation “The need to • delay gratification, • control impulses, and • modulate emotional expression is the earliest and most ubiquitous demand that societies place on their children” PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 5
  6. 6. Self-regulation • Self-regulation means to be able to be goal-oriented, context-specific and to inhibit affective impulses 6
  7. 7. Self-regulation • Self-regulation (respectively executive functions) consists of: –Inhibition of behaviour and attention – the ability to pursue a goal despite distracting stimuli –Working memory – the ability to memorize content for further processing –Cognitive flexibility – the ability to adapt to new requirements and to change one‘s point of view regarding people, situations and abilities Note: the terms „self-regulation“, „self-control“ and „executive functions“ will not be distinguished here. 7
  8. 8. PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 8
  9. 9. Initial question Is self-regulation important for the health, wealth, and public safety of the population? PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 9
  10. 10. Empirical study • The study followed a cohort of 1,000 children from birth to the age of 32 years. • The effects of children’s self-control could be disentangled from their intelligence and social class as well as from mistakes they made as adolescents. PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 10
  11. 11. Empirical results PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 11
  12. 12. high childhood self-control Empirical results high childhood self-control much lower probability of poor physical health and drug addiction much higher probability of good socioeconomic status and income 12
  13. 13. Empirical results PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 13
  14. 14. Empirical results high childhood self-control much lower probability of single-parent child-rearing high childhood self-control much lower probability of adult criminal conviction 14
  15. 15. Empirical results • It is shown that childhood self-control predicts: physical health, drug addiction, personal finances, and criminal offence outcomes, follow a gradient of self- control • Self-control is more important than intelligence and social class PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 15
  16. 16. It´s never too late • What would happen if we were able to intervene and improve children’s self- control. Would an increase in self- control predict better outcomes? • Those children who became more self- controlled from childhood to young adulthood had better outcomes by the age of 32 years PNAS | February 15, 2011 | vol. 108 | no. 7 | 2693–2698 www.pnas.org/cgi/doi/10.1073/pnas.1010076108 16
  17. 17. Creativity? My comment on creativity: An artist or an innovator needs to have self- regulative competencies in order to be able to finish a painting, do rehearsals, excercises, develop an idea and turn it into a new product, etc. Left: Venus of Galgenberg („Fanny“), appr. 30,000 years ago, Museum of Natural History in Vienna, Austria Top: Head of a Buddha, Northern Qi Dynasty, ca. 570, Metropolitan Museum of Art, New York Bottom: Pablo Picasso: Gertrud Stein, 1905-6, Metropolitan Museum of Art , New York 17
  18. 18. Conclusion If we would support the development of self- regulation at all ages this would help to reduce several important social problems like poverty, crime, drug addiction and poor health 18
  19. 19. How to develop self-regulation? Challenges which require … • inhibition of impulses • adjustment to changing rules • to combine cognitive, physical and social activities support the development of self-regulation 19
  20. 20. Analog learning for fostering self-regulation http://www.znl-fex.de/ http://www.wehrfritz.de (in German) 20
  21. 21. Analog learning – let´s fex • One side of the card is shown to the player • At the same time, the player is given a command: either to do the same or the opposite http://www.znl-fex.de/ http://www.wehrfritz.de (in German) 21
  22. 22. Analog learning – let´s fex • Level 1: The player should do what is shown on the card. • Level 2: The player should do the opposite of what is shown on the card. 22
  23. 23. Analog learning – let´s fex • Level 3: The player should do what is shown on the card only if a wooden mascot is raised. Otherwise she is expected to say “let´s fex”! • Level 4: The player should do the opposite of what is shown on the card only if a wooden mascot is raised. Otherwise she is expected to say “let´s fex”! 23
  24. 24. Alien Game: Being a Space Ranger • Aliens are hungry or thirsty • The player has to feed aliens according to their needs • Some times, the rules defining who needs what, change http://psychologie.univie.ac.at/games4resilience http://youtu.be/XkOdke-Llus http://youtu.be/-Spp6VcwVQQ (in German) 24
  25. 25. Games fostering the development of self-regulation These games support the development of self-regulation because they require … • inhibition of impulses • adjustment to changing rules • the combing of cognitive, physical and social activities 25
  26. 26. Summary • Self-control is a key factor for the development of individuals and our societies • Games and teaching methods may foster these competencies 26
  27. 27. Significance for you? The next time, when you are doing your work, I would like you to ask yourself the following question: Could what I am doing help the learners to improve their self-control as well? 27
  28. 28. Richard Pircher University of Applied Sciences bfi Vienna, Austria richard.pircher@fh-vie.ac.at Slides are available at http://richard-pircher.net Please feel free to take some more wafers! I would be happy to answer your questions! 28
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