Saw a testing of a hypothesis. Fleur had a puff in her hand. She offered it to the cat who just looked at it. She paused and then tossed the puff on the floor exactly the same way I earlier tossed some treats for the cat.
This choice made me realize I don’t have the cat eat out of my hand. The puff looks enough like a treat that I agreed with her choice to try the method to see if the cat would go for it.
The test subject still just looked at it. Fleur picked up the puff and tossed it again getting the bounce that I normally get when I do it. Still no reaction from the cat.
Fleur tosses new foods from the high chair to see if the cat will eat it. She also will give the cat a share of foods, though sometimes she doesn’t give the cat any at all. And the cat expects food now. While dog sitting, it only took a day to realize the bounty of a high chair for both baby and elderly dog.
“Charles A.Lindbergh Perfusion Pump | Science Museum Group Collection” is licensed under CC BY-NC-SA NULL
Having a love of science, I naturally was interested in the pipeline from starting to learn to becoming a scientist. Fleur has a couple strikes against her in the current environment in that she is not white and female. We are a long way from getting there, but of course, I am interested in foundation work now. The framing nudge described below is interesting. I think it probably applies to many different kinds of interests. People who conceive of themselves as capable of doing the work are more likely to have an interest in doing it than those who think of themselves as budding members of the job.
Ryan Lei and colleagues recruited 212 children in 2nd and 3rd grade (about 7-9 years old) at two diverse publicly funded schools in New York City. The kids were randomly assigned to one of two groups: one group always received “identity-focused” language about science (that implied that scientists are a specific category of people), while the other always received “action-focused” language (that implied science is an activity that anyone can do).
For instance, at the beginning of the study the kids saw a video that introduced them to the scientific process. For the identity-focused group, the narrator of the video used phrases like “scientists make thoughtful guesses to help them learn about the world”. The action-focused group, on the other hand, heard language like “when people do science, they make thoughtful guesses to help them learn about the world”.
At three points across the academic year, the children answered questions measuring their attitudes towards science, including their levels of interest (either how much they wanted to “be a scientist” or “do science”, depending on the group they were in), and how good they thought they’d be (either at “being a scientist” or “doing science”). At the second and third testing points, they were also asked to judge how many parents of other children at school “were scientists” or “did science”.
Overall, the children in the action-focused group had a greater interest in “doing science” than those in the identity-focussed group had in “being a scientist”. The action-focused group also rated themselves higher in their scientific abilities, and they thought that more adults “did science” compared with how many people the identity group thought “were scientists”.