Thanks for the post on negativity Vaniver. I wouldn't go bungee jumping if it had a 5% failure rate.
Mostly in discouraging behavior...
That viewpoint can be considered as based upon Skinners model of Behaviourism, it's been shown to be less effective for learning than being positive.
Makes sense - we tend to remember what we are emotionally engaged in and what is reinforced. When the negativity is associated with the 5%, what is reinforced is that a person is "wrong", that's associated with feelings of low self efficacy and tends to discourage (most) people from the topic. When that happens they regress - not progress, they tend to get even more wrong next time as they've not stayed engaged in the topic.
...As well, an important rationality skill is updating on valuable information from sources you dislike; dealing with negativity in safer circumstances may help people learn to better deal with negativity in less safe circumstances.
I agree that an important skill is to update ones information, however the discouragement that is provoked by negativity isn't efficient in evoking updating. Confident people update their information, people who aren't attacked have no need to defend and so they remain open, openess is the key attitude for updating information. Negativity destroys and/or minimizes confidence which contributes to closing a mind.
What negativity does, in context of learning, is to encourage secrecy, resentment, avoidance and close mindedness. Again this stuff is all known as a consequence of punishment, which is what negativity - as discouraging behaviour is associated with.
Apparently a more effective way forward is to model the behaviour that one wants to encourage and ignore the behaviour one wants to discourage - extinction.
That viewpoint can be considered as based upon Skinners model of Behaviourism, it's been shown to be less effective for learning than being positive.
I agree that saying "Good job putting down that toy" to my 22-month-old is more effective at reducing throwing of his toys than saying "Don't throw toys." And extinction works great on tantrums.
But you seem to be overgeneralizing the point a bit. When dealing with competent adults, saying "X is wrong" is an effective way of improving the listener's beliefs. If the speaker do...
When I first read the words above—on August 1st, 2003, at around 3 o’clock in the afternoon—it changed the way I thought. I realized that once I could guess what my answer would be—once I could assign a higher probability to deciding one way than other—then I had, in all probability, already decided. We change our minds less often than we think. And most of the time we become able to guess what our answer will be within half a second of hearing the question.
How swiftly that unnoticed moment passes, when we can’t yet guess what our answer will be; the tiny window of opportunity for intelligence to act. In questions of choice, as in questions of fact.
The principle of the bottom line is that only the actual causes of your beliefs determine your effectiveness as a rationalist. Once your belief is fixed, no amount of argument will alter the truth-value; once your decision is fixed, no amount of argument will alter the consequences.
You might think that you could arrive at a belief, or a decision, by non-rational means, and then try to justify it, and if you found you couldn’t justify it, reject it.
But we change our minds less often—much less often—than we think.
I’m sure that you can think of at least one occasion in your life when you’ve changed your mind. We all can. How about all the occasions in your life when you didn’t change your mind? Are they as available, in your heuristic estimate of your competence?
Between hindsight bias, fake causality, positive bias, anchoring/priming, et cetera, et cetera, and above all the dreaded confirmation bias, once an idea gets into your head, it’s probably going to stay there.
1Dale Griffin and Amos Tversky, “The Weighing of Evidence and the Determinants of Confidence,” Cognitive Psychology 24, no. 3 (1992): 411–435.