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A 9-year-old boy enters the empty school classroom with the researcher who had been
introduced to him just moments before. After a few minutes of getting acquainted, the
researcher tells the boy that she is interested in his speed at completing jigsaw puzzles and
gives him a puzzle to complete. He does so quickly, and receives her admiration and praise in
return. She then gives him four more puzzles, and for each one he is surprised to find that he is
unable to finish it in the time provided. The researcher then asks him some questions about
how he evaluates his abilities and efforts in completing puzzles, in finishing school work, and in
other areas of achievement. Before he leaves, she notes that the four puzzles were designed to
be difficult to solve, so he should not feel badly about his performance.

Sagot :

Joshcorridn
This is a classic setup for a psychology experiment, likely studying self-perception, self-efficacy, or the effects of praise and failure on self-esteem.

Here's a breakdown:

1. Initial success: The boy completes the first puzzle quickly and receives praise, boosting his confidence and self-perception.
2. Subsequent failure: He struggles with the next four puzzles, despite his initial success, which creates a sense of surprise and disappointment.
3. Questioning: The researcher asks about his self-evaluation and effort in various areas, likely to assess how he perceives his abilities and how the experience has affected his self-esteem.
4. Debriefing: The researcher reveals the puzzles were designed to be difficult, aiming to alleviate any negative feelings and reframe the experience.

The experiment might be investigating how people, especially children, respond to success and failure, and how it influences their self-perception and motivation.
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