Chinese people like to run red lights, and this behavior seems to have nothing to do with the level of education. Regardless of whether they have received education or regardless of the level of education, most people always show the same temptation in front of the red light. Why is a person who wanders on the side of the road like a busy office worker with a red light? Why do those who know the destruction rules bring about efficiency losses often red light? What’s even more strange is that they can waste a lot of time on meaningless things, even if they can’t do anything on the road, but they are so impatient in the short few tens of seconds in front of the red light. Many people will interpret the red light behavior as “low quality” or treat it as a “quick success”. In fact, behind the red light may be more of a target dependence induced by thinking habits.
The target dependence in the red light should be explained as follows: because people’s pursuit of a given goal often has strong motivation and desire, then the tangible goal of the traffic light rule is a strong desire to conquer. its. If people always like to involuntarily red light, then at least one problem can be explained, that is, quite a lot of people in society like to rely on an established goal and are willing to work hard to achieve or surpass it. If this process becomes a general psychology of society, it is inevitable that people fall into dependence on established goals. For example, the performance of our students in the face of education is a very typical target dependence.
The education department provides a clear goal design for every student who accepts primary education, but any student who is a little enterprising will study hard for the “test university”. Therefore, in front of the college entrance examination, students, teachers and parents can be said to be painstaking, and every year will produce many excellent candidates. However, why does Chinese higher education always make people feel unsatisfactory? That is the goal of relying on it. Because after the entrance to the university, the goal is completed, no one sets the established goal for the university student. The setting and realization of all goals must depend on the students’ own perception and exploration. If they are savvy, they will set their own goals and fight for them according to local conditions. But for those with severe target dependence, they face confusion and confusion about the lack of goals. Why is it so difficult to set the right goals for yourself? This may be related to the Chinese people’s thinking habits. When we learn to write from a young age, we are required to not exceed the field character, and are strictly limited to the rules and regulations, which has a profound impact on the formation of thinking habits. Our classroom analysis and after-school testing have standard answers. China is a country that respects teachers and teaches them, so Chinese students are more or less dependent on teachers. For example, we rarely question the authority of teachers and do not doubt whether there is a problem with the standard answer. In the primary education stage, many students are unconsciously caught in the pattern of this target dependence. When everyone breaks through the established goals of the college entrance examination, there are often many college students who feel that it is very difficult to set a correct goal for themselves. As a result, we often find that the performance of many students after entering the university is quite different from that of receiving primary education. Chinese students are easily attracted by target dependence in education. Most of the time, because they are tired of coping with exams, they only master a method of solving problems, and they have not formed a complete set of ideas for self-creation.
Insufficient innovation under target dependence
How do people choose when there is a target dependency? People often screen and judge based on the cost principle of setting goals. After graduating from college, some people choose to take a postgraduate degree and some choose to work. Students who are unable to set a suitable goal for themselves tend to choose a goal that most people tend to choose. For example, in order to reduce the cost of setting goals, college graduates blindly choose to take a postgraduate degree. We have asked students who are studying for postgraduate exams, and their answers are in line with our inference: because others test, I also take the test. This is the typical decision choice under target dependence. Because when a group has a tendency to target dependence, they will pass on each other and even affect the next generation. They are increasingly lacking the ability to self-recognize, self-refine and self-summary. What they do is to choose a message for them. Search for this minimal goal. They would imply that they would do this: if others do this, it must be justified. It is impossible for everyone’s choice to be wrong. Such a choice can effectively reduce the cost of setting goals, but choosing this goal can also be a low-yield thing. The steady-state distribution is not necessarily the most efficient, and the stable state often means that the factor yield is determined, that is, it is difficult to achieve a transition in a stable system. When most people suffer from this target dependence, the most likely occurrence is the convergence of group choices.
From this we can ask further questions: Why are modern Chinese always lacking in innovation? Just like the famous “Qian Xuesen Education Puzzle” put forward by Qian Xuesen, a scholar in the academic world, why is it difficult for China to have a master of innovation? This is more or less related to target dependence. The lack of innovation is a common phenomenon when people rely on established goals and lack the motivation to target innovation. One of the most striking examples is that many postdoctoral mobile stations at foreign universities welcome Chinese doctoral students to further their studies, especially in the field of engineering. Their unanimous assessment of Chinese doctoral students is that Chinese students have good hands-on skills and a strong ability to analyze and solve problems. This reflects the thinking habit of Chinese students, that is, the motivation and efficiency of the realization of the established goals, but the design and formulation of the established goals is relatively poor. Generally speaking, after Chinese students arrive at the post-doctoral mobile station, they often accept a topic or project arranged by the other party, and can finish very well within a limited time limit. However, when it comes to the innovative ability of Chinese students, many foreign university professors do not agree. Most of them believe that Chinese students have performed relatively poorly in the process of ideological innovation and goal design. The contrast between these two ways of learning is a reflection of the long-standing differences in thinking habits. If people engaged in scientific research are bound by the constraints of goals and cannot effectively cultivate innovative thinking, let alone many groups in society that do not need innovative thinking can effectively cultivate innovative spirit. We must realize that when science develops to this day, asking questions is sometimes more valuable than solving problems!