Overview
Whenateacherisfacedwithaspecificclassroomteachingsituation,facingthebehaviorofdifferentstudents,theteacheralwaysbasedonthebasiccognitionofstudentsandalwaysHeiscarryingouthisinternalteachingthinkingactivitiesandjudgments,andhedetermineshiscorrespondingteachingbehaviorsaccordingly.Therefore,inclassroomteaching,theteacher'ssocialcognitionofstudentsisthebasicbasisfortheteacher'schoiceofteachingbehavior.However,teachers’perceptionsofstudentsarenotalwayscorrect.Infact,subjecttotheconstraintsofcognitivesubjectandcognitiveobjectandenvironmentalfactors,teachers’interpersonalcognitionofstudentsissometimesincorrectandbiased.Cognitivebiasinteachingcommunicationismanifestedinmanyaspects,amongwhicharethefollowingaspects.
Causedbytheprimordialeffect
Theso-calledprimordialeffectreferstotheinformationthatisfirstreflectedwhenpeoplecomeintocontactwithpeopleforcognition,whichplaysaroleinformingaperson’simpressionStrongeffect.Simplyput,theprimacyeffectisaperson'sfirstimpressionofothers.Thereasonwhytheprimarycauseeffectcausescognitivebiasisthatcognitionmakesjudgmentsontheobjectsofcommunicationbasedonincompleteinformation.Oncetheprimordialeffectisformed,itwilldirectlyaffecttheattitudesincommunication,andthusaffectthebehaviorofteachers.Ifastudentleavesagoodimpressionontheteacher,theteachermayshowconcernandattentiontohiminthefutureteaching,andgivehimspecialhelp.Thisisoftensaidtobepreconceived.Theimpressionleftbytheprimordialeffectisprofound,butitisofteninaccurateorinconsistentwithreality,soitisbiased.
Haloeffectcausedby
Haloeffectisalsoaverycommoncognitivebiasthatteachersoftenseeinclassroomteaching.Incognition,peopleoftengeneralizeacertaincharacteristictoaseriesofotherrelatedcharacteristics,thatis,generalizefromthecharacteristicsofperceptiontootherunknowncharacteristics,andformacompletesetfromlocalinformation.impression.Thisislikeahalo,whichgraduallyspreadsoutwardfromacentralpointintolargerandlargercircles,soitiscalledthehaloeffect.Thehaloeffectisoftenquietlybutpowerfullyaffectingtheevaluationofthemutualperceptionofteachersandstudents.Thehaloeffectnotonlyaffectstheteacher'sbehaviortowardsstudents,butmayultimatelyaffectthestudent'sperformance.Therefore,thedeviationcausedbythecognitivehaloeffectinteachingcommunicationmayproduceapredictionofself-fulfillment.Iftheteacherdoesnoteliminatethecognitivebiasofthehaloeffect,thentheteacherwillnotbeabletoseethedeficienciesofthosestudentswithobviousadvantagesandwillnotcorrecttheirdeficiencies;whileforthosestudentswithobviousdisadvantages,theywillberegardedasuseless.Cannotfindtheadvantages,whichdampenstheself-esteemofthestudentsandmakesthemlosethedirectionandmotivationtomoveforward.
Theprojectioneffectleadsto
Theprojectioneffectreferstothebeliefthatothershavesimilarcharacteristicstooneselfwhentheyarecognizingandforminganimpressionofothers.Thiskindofself-esteemisalsocommoninteachinginteractions.Forexample,someteachersonlyconsiderthedifficultyofteachingcontentaccordingtotheirownknowledgestructureandacademiclevel,butitisdifficultforstudentstoacceptandunderstand.However,teachersthinkthattheyunderstandknowledgeandthinkinthisway,sostudentswilldefinitelyunderstandandthinkinthisway.Thinking,organizingandtransmittingknowledgeandinformationaccordingly,theresultwillinevitablyleadtofailuresinteachingcommunication.
Proximityeffectleadsto
Individualsleaveaclearimpressionoftheinformationobtained,anditseffecttendstodilutetherelevantimpressionsobtainedinthepast.Thisistherecencyeffect.Boththeprimarycauseandtherecencyeffectarethepsychologicalfactorsthatmaketheindividual'scognitionbiased,buttheinformationobtainedbytheindividualhasdifferenteffectsonthecognitivesituation.Iftwokindsofinformationaboutapersonarecontinuouslyperceived,peoplewillalwaystendtotheformerinformationandformadeepimpression.Thisistheprimaryeffect.Ifpeopleknowsomeone’sfirstinformationfirst,andthenlearnthesecondinformationafteralongperiodoftime,thesecondinformationisthelatest.Thislatestinformationwillleaveadeeperimpressiononpeople,whichistheproximateeffect.
Theunderlyingevolutionarylogic
Howtoexplaincognitivebiasisaverydifficultproblem.Economistsbelievethatthebrainusuallyusessimpleprocedurestodealwithcomplexenvironments,sodeviationsareinevitable.Socialpsychologistsbelievethatcognitivebiasesarerelatedtoself-centeredthinkingtendenciestomaintainapositiveself-image,maintainself-esteem,ormaintainagoodsenseofself.However,evolutionarypsychologistsM.G.HaseltonandLieto(D.Nettle)thinkthatsomeexplanationsareunsatisfactory,andalltheygivearesuperficialanswers.Theyputforwardthetheoryoferrormanagement,believingthattheusualdecision-makingisnotaquestionofnotmakingmistakes,butaquestionofwhatkindofmistakesaremade.
Toputitsimply,thetheoryoferrormanagementbelievesthathumanbeingsusuallyfacetheriskofmakingmistakeswhentheymakedecisionsinuncertainsituations.Theseerrorscanbedividedintotwocategories:falsepositivesandfalsenegatives.
Mistakesaredefinitelytakingnoiseassignals,suchasidentifyingpeoplewhoarenotsickassick;falsenegativesareusingsignalsasnoise,suchasidentifyingpeoplewhoaresickasnotsick.Thetwotypesoferrorsusuallyhavedifferentcostsinanevolutionaryenvironment.
HathertonandLietobelievethatmanycognitivebiasesarebehaviormanualsequippedbynaturalselectiontoguidepeopletoadapttotheworldbymakingmistakes,becauseiftheydonotmakesuchmistakes,theymayWillmakemorecostlymistakes.Forexample,theriskoftreatingpoisonousmushroomsasnon-toxicismuchhigherthantheopposite.Therefore,ifaprimitivemanislookingforfoodinthewildandseesamushroomthathehasneverseenbefore,andifhecannotjudgewhethertheotherpartyispoisonous,thepriceofassumingthatthemushroomispoisonousisundoubtedlyacceptable(evenifthisjudgmentmaybeWrong),atmostitisstarving.Butifthismanishungryanddoesnotchoosehisfood,assumingthatthemushroomsarenotpoisonous,Iamafraidthathewilldiefrompoisoning.Therefore,themisperceptionandjudgmentthatunfamiliarmushroomsmaybetoxiccanhelppeoplebetteradapttotheenvironment.