Reading and Discussion Guide for Quiet, by Susan Cain

Quiet: The Power of Introverts in a World That Can’t Stop Talking, by Susan Cain

Introduction

No generally agreed upon definition of extrovert and introvert But general agreement that the two differ on: Amount of outside stimulation needed Work strategies Social styles Author contrasted Rosa Parks and Martin Luther King: both changed the world and both acted according to their personality

Part One – The Extrovert Ideal

Chapter One – The Rise of the “Mighty Likeable Fellow”

Dale Carnegie mirrors the rise of the “Extrovert Ideal” America shifted from “Culture of Character” to “Culture of Personality” Word used in self-help and advice manuals: 19th Century – honor, manners, integrity, golden deeds Early 20th Century – magnetic, forceful, energetic, dominant

Chapter Two –The Myth of Charismatic Leadership

Models of the success of extroverts: Tony Robbins Harvard Business School Group dynamics: More forceful speakers considered smarter Group usually follows their lead “Bus to Abilene” – we tend to follow anyone who initiates any action Jim Collins – studied high-performing companies and found that many leaders were introverts

Chapter Three – When Collaboration Kills Creativity

More creative people tend to be introverts The New Groupthink – “None of us is as smart as all of us.”  Organizational consultant Warren Bennis, 1997 Research Psychologist Anders Ericsson: “How do extraordinary achievers get to be so great at what they do? Serious study alone Deliberate practice Patience “Excessive stimulation seems to impede learning.”  (page 85) Brainstorming – performance drops as group size increases because of 1.) social loafing, 2.) production blocking, and 3.) evaluation apprehension Need both collaboration and time alone Pixar and Microsoft have designed work spaces that encourage both collaboration and privacy

Part II – Your Biology, Your Self?

Chapter Four – Is Temperament Destiny?

Temperament – inborn patterns observable in infancy and early childhood Personality – influenced by culture and experience High-reactive: more sensitive to environment – more likely to be introverts Introversion and Extroversion about 40% - 50% heritable “The Orchid Hypothesis” - David Dobbs: many children are like dandelions and will thrive anywhere, some including high-reactive children are like orchids and need right conditions to thrive

Chapter Five – Beyond Temperament

Our personalities can adapt, but only so far Each types works best in different levels of stimulation

Chapter Six – Franklin was a Politician, but Eleanor Spoke Out of Conscience

Dr. Elaine Aron, research psychologist Renamed “high-reactive” to  “sensitivity” Traits of highly sensitive people: Dislike small talk Process information unusually deeply Highly emphatic Dislike being observed and judged Have strong consciences Dislike violent movies and television shows

Chapter Seven – Why Did Wall Street Crash and Warren Buffett Prosper?

Sensitivity to risks and rewards: Extroverts: experience more pleasure and excitement, get carried away Introverts: more cautious, pay attention to warning signs, better at delayed gratification In higher education, introverts outperform extroverts -  have more persistence

Part III – Do All Cultures Have an Extrovert Ideal?

Chapter Eight – Soft Power

Other cultures value introversion Find it hard to fit into our culture Quiet persistence – Gandhi

Part IV – How to Love, How to Work

Chapter Nine – When Should You Act More Extroverted Than You Really Are?

Person-Situation debate: Person – we all have fixed personality traits Situation – we can have different personalities depending on situation Free Trait Theory – Professor Brian Little, Harvard – Introverts can act like extroverts when doing something they are passionate about Behavior Leakage – signals will “leak out” when we behave against our personality Self-Monitoring – ability to monitor behaviors according to social demands of situation Free Trait Agreement – Can act out of character sometimes in exchange for being yourself the rest of the time How to identify your own core personality projects: What did you enjoy as a child? What type of work do you lean toward? What do you envy?

Chapter Ten – The Communication Gap

This chapter discussed a married extrovert/introvert couple and how they learned to communicate and the story of Jon Berghoff, an avowed introvert who was a top Cutco salesman while in high school

Chapter Eleven – On Cobblers and Generals

Many schools designed for extrovert students What is best for introverted students? Don’t think of introversion as something that needs to be “fixed.” Balanced teaching strategies for both extroverts and introverts Do collaborative work in small groups – 2 or 3 students – be sure each student knows their role Teach all students to work independently Seat quiet kids away from main activity area in room Don’t base admission decisions on how children perform with strangers Be careful how we describe and remember past setbacks – try to see positive

Conclusion – Wonderland

Quotes from chapter: (pages 264 – 266) Love is essential; gregariousness is optional. The secret to life is to put yourself in the right lighting. Figure out what you are meant to contribute to the world and make sure you contribute it. Respect your loved ones’ need for socializing and your own need for solitude (or vice versa if you’re an extrovert). Spend your free time the way you like, not the way you think you’re supposed to. If your children are quiet, help them make peace with new situations and new people, but otherwise let them be themselves. If you are a teacher, enjoy your gregarious...students.  But don’t forget to cultivate the shy, the gentle… If you’re a manager, remember that one third to one half of your workforce is probably introverted, whether they appear that way or not.

  

References

Braden, S. W. & Smith, D. N. (2006) Managing the college classroom: Perspectives from an introvert and an extrovert. College Quarterly, 9(1). Cain, S. (2012) Hire introverts. Atlantic Monthly, 310(1), 68-68. Cain, S. (2012) Quiet: The power of introverts in a world that can’t stop talking. New York, Crown Publishers. Helgoe, L. (2010) Revenge of the introvert. Psychology Today, 43(5), 54-61. Sparks, S. D. (2012) Studies highlight classroom plight of quiet students. Education Week, 31(32), 1-16.

For Discussion

Do you agree with the author’s assessment of extroversion and introversion?  Is there any area where you disagree? Are there times when you act differently than your personality?  How comfortable and successful is that for you? Did you find yourself described anywhere in the book?  If so, what was the information? Did you learn anything about yourself in the book?  If so, what? How can we organize our classes to create an optimal learning environment for each personality type? As an administrator, how can you work with your faculty and staff to enhance each personality type? Did you learn anything that might change the way you teach or do your job?

Reading and Discussiion Guide: The Shallows by Nicholas Carr

Chapter	Main Topics
One: Hal and Me	2008 – Research and consulting firm nGenera released study: For people who have grown up using the web, the “digital immersion has even affected the way they absorb information” (p. 9). They don’t follow traditional right to left, top to bottom pattern; instead, they jump around. Carr himself reported loss of ability to pay attention. Also, constant desire to get new information from the Net.  He “always wanted to be connected.”  (p. 16)
Two: The Vital Paths	Michael Merzenich – 1968 – First to discover brain’s plasticity in monkeys. Hebb’s rule – cells that fire together wire together. Brain constantly in a state of change; adapts to the smallest changes in circumstances, behavior, & thinking. Once new pathways are formed, they want to stay; thus, habits, addictions, mental symptoms. Use it or lose it. Survival of the busiest.
Three: Tools of the Mind	Four  outcomes of technology: 1.  extend our physical strength (plow, fighter jet) 2.  extend our senses (microscope, Geiger counter) 3.  reshape nature (birth control) 4.  extend mental powers (map, clock, computers) Two views of technology’s role; both supporting “technological advances mark turning points in history": 1.  determinism – is outside of man’s control, eventually will make man dispensable. 2.  instrumentalists – man uses technology to achieve what he wants. Speaking and understanding verbal words is innate. Reading and writing are learned skills – they require shaping of the brain.
Four: The Deepening Page	Reading – there are particular regions of brain devoted to deciphering of text. This becomes automatic.  Then, able to focus on meaning. Readers’ brains become able to ignore distractions and sustain attention. Many report a change in consciousness when “immersed” in a book.
Five: A Medium of the Most General Nature	2009 – Time people spent online increased rapidly, but no decrease in time spent watching television.  Decrease in time spent reading. “We don’t see the forest when we search the web. We don’t even see the trees. We see twigs and leaves” (p. 91). People using Internet more and other media less (music CDs, movie DVDs, newspapers).
Six: The Very Image of a Book	Benefits of books over digital readers: Easier to read paper than pixels Less eye fatigue Navigating book easier, turning pages Able to add notes When done, put on book shelf or give to a friend Advantages of digital reader: Clarity almost as good as printed page Can now use in direct sun New technologies reduces eye strain Easier to flip page, bookmark, highlight, annotate Font size can be changed Can hold hundreds of books Can get a book almost immediately
Seven: The Juggler’s Brain	Surfing the web “promotes cursory reading, hurried and distracted thinking, and superficial learning” (p. 116). It is multi-sensory: hands and fingers, visual, auditory. We don’t really “read” when browsing the web. Our eyes mostly scan the screen. Constant source of new information overloads the working memory. Readers of “linear texts comprehend more, remember more and learn more than those who read text peppered with links” (p. 127). Brain activity: Reading – language, memory, visual processing, brains more calm in experienced readers. Surfing the Web – decision-making, problem solving, helps keep minds sharp. Strengthens lower-level cognitive skills: hand-eye coordination, reflex response, processing visual cues, fast-paced problem solving.
Eight: The Church of Google	Larry Page and Sergey Buin – founders of Google. They see information as a commodity with the goal to access and process as much information as possible as quickly as possible. Carr – need both “efficient data collection and inefficient contemplation”(p. 168). We live in a time of “information overload” (p. 170).
Nine: Search, Memory	Computer’s memory:  limited space, information immediately saved as entered, never changes. Human long-term memory: no limit, continues to process information after received, constant state of renewal.
Ten: A Thing Like Me	ELIZA – Computer program that can carry on conversation playing off what human responded.  Developed by Joseph Weizenbaum. Alan Turing – Turing Test – can a person distinguish between a computer and a human respondent? John Culkin, 1967 – “We shape our tools and thereafter they shape us” (p. 210). Christof van Nimwegen, 2003 – Experiment involving problem solving with and without help of computer.  Those without help solved problems quicker and more efficiently. Also, group without help solved similar problems quicker and more efficiently 8 months later.

For Discussion:

1.   In Chapter 10, Culkin states that we are shaped by the tools we create. How have humans changed due to new technologies?  What are the positives and negatives?

2.   This book focused on the downside of brain changes due to computers, what are the positives?

3.   Have you experienced any of the following described by the author:

          *        Loss of ability to pay attention and focus?

          *        Desire to constantly be connected?

          *        Being “lost” in a book – a calmness of the brain when reading?

4.   Where should research go next?