What We Get WRONG About Self-Control! (Hint: You Don't Have It … Sometimes)

[@tallguyjsko]

Brilliant! I’m going to need to spend some more time going through this content! Eager to see how this could benefit my students and teachers. Thanks Cooney!

[@fitmeals9577]

Awesome. Our school assesses students' dispositions to learning. Ie, are they creative, resilient, collaborative etc. It makes sense that these are domain specific. Just because you can collaborate in PE class doesn’t mean you will in math.

[@egorsterlyagov]

I really like your performance style. I love the way you learn and share it

[@cambodia-lifescience]

Thanks, Jared. This video really got me thinking a lot.

[@CraigSimpson-b5g]

Interesting Jared. I'm just wondering about how far we can stretch the implications of this study? The task that these people were asked to perform seems quite menial - can we therefore extrapolate from that that something like inhibition is specific rather than general, or do we need some more evidence based on a more complex testing method??

[@JaredCooney]

Good question: two things. First, this IS the gold-standard test of inhibition - so it represents the primary task we use for diagnoses within psychometrics. Second, I was just using this study as an exemplar for the larger issue: most things, like inhibition, are widely accepted as contextual in most fields beyond psychometrics (behavioural and cognitive psychology has long linked inhibition to fluctuating Top-Down/Bottom-Up processes) - unfortunately, education typically relies on psychometric research. So just wanted to get teachers and educators thinking beyond static models of Learner Profiles and the like.

[@basfolmer8771]

super cool video! Where can I find the paper?

[@JaredCooney]

Here she is: www.sciencedirect.com/science/article/pii/S0010945224000479

[@HowieHua1]

Hi Jared!

[@JaredCooney]

Hey Howie!