For half the young men, that was it. They were the control group. For the other half, there was a catch. As they walked down the hallway with their q… - Malcolm Gladwell
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For half the young men, that was it. They were the control group. For the other half, there was a catch. As they walked down the hallway with their questionnaire, a man — a confederate of the experimenters — walked past them and pulled out a drawer in one of the filing cabinets. The already narrow hallway now became even narrower. As the young men tried to squeeze by, the confederate looked up, annoyed. He slammed the filing cabinet drawer shut, jostled the young men with his shoulder, and, in a low but audible voice, said the trigger word: “Asshole.” Cohen and Nisbett wanted to measure, as precisely as possible, what being called that word meant. They looked at the faces of their subjects and rated how much anger they saw. They shook the young men’s hands to see if their grip was firmer than usual. They took saliva samples from the students, both before and after the insult, to see if being called an asshole caused their levels of testosterone and cortisol — the hormones that drive arousal and aggression — to go up. Finally they asked the students to read the following story and supply a conclusion: It had only been about twenty minutes since they had arrived at the party when Jill pulled Steve aside, obviously bothered about something. “What’s wrong?” asked Steve. “It’s Larry. I mean, he knows that you and I are engaged, but he’s already made two passes at me tonight.” Jill walked back into the crowd, and Steve decided to keep his eye on Larry. Sure enough, within five minutes, Larry was reaching over and trying to kiss Jill. If you’ve been insulted, are you more likely to imagine Steve doing something violent to Larry?
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About
Malcolm Gladwell
Malcolm Timothy Gladwell (born September 3, 1963) is an English-born Canadian journalist, bestselling author, and speaker. He has been a staff writer for The New Yorker since 1996.
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as it may be — matters. How you feel about your abilities — your academic “self-concept” — in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.
If you make a decision about who is good and who is not good at an early age; if you separate the “talented” from the “untalented”; and if you provide the “talented” with a superior experience, then you’re going to end up giving a huge advantage to that small group of people born closest to the cutoff date.
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The three rules of the Tipping Point — the Law of the Few, the Stickiness Factor, the Power of Context — offer a way of making sense of epidemics. They provide us with direction for how to go about reaching a Tipping Point.
