- nekompetences sērga?
- 2.8.09 20:26
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"Although our analysis suggests that incompetent individuals are unable to spot their poor performances themselves, one would have thought negative feedback would have been inevitable at some point in their academic career. So why had they not learned?
One reason is that people seldom receive negative feedback about their skills and abilities from others in everyday life (Blumberg,1972; Darley & Fazio, 1980; Goffman, 1955; Matlin &Stang, 1978; Tesser & Rosen, 1975). Even young children are familiar with the notion that "if you do not have something nice to say, don't say anything at all."
Second, the bungled robbery attempt of McArthur Wheeler not withstanding, some tasks and settings preclude people from receiving self-correcting information that would reveal the suboptimal nature of their decisions (Einhorn, 1982).
Third, even if people receive negative feedback, they still must come to an accurate understanding of why that failure has occurred. The problem with failure is that it is subject to more attributional ambiguity than success. For success to occur, many things must go right: The person must be skilled, apply effort, and perhaps be a bit lucky. For failure to occur, the lack of any one of these components is sufficient. Because of this, even if people receive feedback that points to a lack of skill, they may attribute it to some other factor (Snyder, Higgins, & Stucky, 1983; Snyder, Shenkel, & Lowery, 1977).
Finally, Study 3 showed that incompetent individuals may be unable to take full advantage of one particular kind of feedback: social comparison. One of the ways people gain insight into their own competence is by watching the behavior of others (Festinger, 1954; Gilbert, Giesler & Morris, 1995).
In a perfect world, everyone could see the judgments and decisions that other people reach, accurately assess how competent those decisions are, and then revise their view of their own competence by comparison. However, Study 3 showed that incompetent individuals are unable to take full advantage of such opportunities. Compared with their more expert peers, they were less able to spot competence when they saw it, and as a consequence, were less able to learn that their ability estimates were incorrect."
Šādu sakarību esmu pamanījis reti, un gadījumos, kurus es sauktu par klīniskiem. Šajā sakarā radās pārdomas, kāpēc tā.
Hipotēze 1 - neesmu bijis pietiekoši vērīgs selektīvi šajā virzienā.
Hipotēze 2 - dzīvoju kriticisma piepildītā ģeogrāfiskajā domēnā, kurā šāds pētījums izraisītu citādus rezultātus (pašnovērtījums caurmērā būtu pazemināts visiem līmeņiem, izņemot viszemāko).
Hipotēze 3 - selektīvi izvēlos laikabiedrus, intuitīvi izvairoties no tiem, kuri nespēj būt pietiekami pašobjektīvi, vai vismaz izdarīt pareizus secinājumus no savas un citu negatīvās pieredzes.
Hipotēze 4 - mana paša uztvere ir selektīva tādā virzienā, kas izslēdz šādas likumsakarības pamanīšanu ikdienas dzīvē.
Hipotēze 5 - ietiepīgam stulbumam aizvien piedēvēju gadījuma rakstura neveiklībā pamatotu attaisnojumu, nevis vispārinu to kā konkrētā indivīda uzvedībai tipisku raksturojumu.
Hipotēze 6 - balstās ticībā, ka cilvēki spēj mainīties uz labu, un lai nevājinātu viņu spēju to darīt, atturos no tipiskā raksturojuma slēdziena kā tāda, izņemot, ja tas atkārtojas tik bieži, ka raksturojums kā īpatns indivīdam ir neizbēgams, bet arī tad uztverot to kā iespējami pārvaramu parādību, nevis tādu, kas fiksēta uz mūžu.
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