Now Choose Your Color According To Your Task!!!!!!!

While doing research for shirsa, recently i came across an article about the psychology of architecture, a neuroscience blogs, The Frontal Cortex by Jonah Lehrer. I was particularly drawn to his mention of a study conducted in 2009 by Ravi Mehta and Rui Zhu that compared people’s performance on different types of tasks whether they were in a room that was painted red, blue, or neutral. 

psychology of architecture

The researchers undertook the study because there had previously been conflicting research about how color affects cognitive tasks, with some studies finding better results with one color or the other. The Mehta and Zhu study uncovered the reason for these previous conflicts: people do better at different types of tasks in differently colored environments.

Specifically, they found that subjects in a bright red room do better on a detail-oriented task, while those in blue room excel at a creative task. 

Mehta and Zhu posit that this effect occurs because red puts people in a higher state of alertness and awareness, since red is associated with danger. On the other hand, blue is associated with things that may mentally relax us–like the sky and the ocean–so we have an easier time opening up for more creativity and imagining things.

This effect was not small; those in the blue room had double the creative output of those in the red room, showing that color may have a stronger effect than we would imagine. I think this is pretty interesting, as i never thought form this angle before going for painting for my office.  

Rather than i would  suggest everybody should paint their conference rooms in different colors depending on what types of tasks there are taking on?

- Sukhada

So..... Keep On Doing Lot Of Mistakes!!!!

Learning From Mistakes

Recently i came across the excellent blog The Frontal Cortex, Jonah Lehrer offers his take on a couple of recent studies about how a person’s reaction to mistakes, and subsequent feedback about the mistakes, affect the learning process. The findings might interest you, especially if you are a parent with school-aged children.

The researchers found that the reaction to the mistakes is what makes the difference. Using EEG technology to measure brain waves, they identified two opposing reactions to mistakes.

They noted that people who showed brain activity that meant they were paying attention to the mistake were more likely to learn from it and correct it in the future, whereas those who ignored the mistake and moved on were more likely to continue making mistakes.

Another researcher had incorporated the seminal mindset research ofCarol Dweck, which divides people into two groups:

those who believe your intelligence level is innate and can’t be greatly changed (“fixed mindset”), and those who believe that with time and energy, people can get better at almost anything (“growth mindset”). As you might expect, people with a fixed mindset were less likely to learn from mistakes (since they viewed them as failure), while people with a growth mindset viewed mistakes as part of the learning process.

In earlier studies that dovetail nicely with these findings, Dweck found that after students completed a task, she could manipulate their future choices–in telling ways–simply by varying the type of praise she gave them. 

Telling students that they were really smart had a markedly different effect than telling students they must have worked hard on the task. Indeed, those who were told they were smart chose easier subsequent tests, while those praised for effort chose more challenging tests. Dweck surmised that the kids who were told they were smart didn’t want to take the risk of making a mistake, lest they be seen as not so smart. Ironically, telling a student he or she was “smart” inhibited the learning process.

- Team Shirsa