PHENOMENA IN PSYCHOLOGY(31-32)

31 Davito’s Law
Davido’s Law is named after Davido, a vice president of Intel Corporation. According to Davido, for a company to always dominate the market, it must always be the first to develop a new generation of products and the first to eliminate its own.
This law is based on the effectiveness of market development and profit sharing. People in the market competition all the time is not to seize the first opportunity, because only the first into the market, it is easier to get a larger share and high profits. Intel has always been a developer and advocate of microprocessors by practicing Davito’s Law in product development and promotion. Their products are not necessarily the best performance and the fastest, but they must do is the latest. For this reason, they do not hesitate to eliminate even their own products that are selling well in the market.
Davido’s law reveals the following true meaning of success: constantly create new products, timely elimination of old products, so that new products enter the market as soon as possible, and with their own successful products to form a new market and product standards, and then form a large-scale production, and achieve high profits.

32 Hitchhiking effect

It refers to the hitchhiking effect in which the efforts of a member within an interest group for the benefit of the interest group may benefit all the people in the group, but the cost is borne by this person personally. In cooperative learning, although all members of the group objectively there is a common interest, but from the point of view of social psychology, it is easy to form a “free-rider” psychological expectations, individual students lack of initiative or simply stand by and enjoy the activities; there are also students involved in the activities on the surface, in fact, but do not use their brains, do not concentrate, the activities did not play a role in the Some students seem to participate in the activities, but in fact do not think, do not concentrate, activities do not play a proper role in the “free-rider” phenomenon. There are many reasons for the “free-rider effect”, first of all, the heterogeneous grouping objectively makes the students’ motives, attitudes and personalities different, and secondly, many students have not completed the training of cooperative skills, and the “egalitarianism” of the evaluation of cooperative learning, i.e., the practice of looking at the collective results without considering individual results. The “free-rider effect” of cooperative learning The “free-rider effect” is very harmful. In the process of cooperative learning, if we emphasize more on the “rules of cooperation” and ignore the individual needs of group members, everyone may want to take the risks by others and enjoy the benefits by themselves, which will inhibit the efforts of group members to work for the benefit of the group. This may inhibit the motivation of group members to work for the good of the group. Moreover, the “free-rider” mentality may weaken the creativity, cohesion and motivation of the whole cooperative group. Psychological research shows that if the size of the cooperative group is small, due to the efforts of each member of the group have a greater impact on the group as a whole, their individual efforts and rewards of the asymmetry is relatively small, which will make the “free-rider effect” significantly weakened; and reduce the size of the other effect is that the phenomenon of social inertia will be weakened, and be able to achieve higher efficiency and results of cooperation. Another effect of downsizing is that social inertia will be weakened, which will lead to higher cooperative efficiency and results. Therefore, in cooperative learning, it is recommended to work in groups of 4-6 people, rather than simply dividing a large class into several groups. Of course, there are many things can be done, such as to create a pleasant cooperative learning environment; to clarify the tasks and responsibilities of a reasonable division of labor; at any time to observe the learning situation, monitor the process of activities, guidance on the skills of cooperation, regulation of the learning task, supervise the students to complete the task; the distribution of incentives to break the “egalitarian”.