I wonder about reading after this entire section about writing. Why would I ever bother reading generated texts (apart from 'anonymous' texts like manuals? It does not negate the need to be able to identify a human author, on the contrary, but it would also make even the cheapest way of generating too costly if noone will ever read it or act upon it. Current troll farming has effect because we read it, and still assume it's human written and genuine. As soon as that assumption is fully eroded whatever gets generated will not have impact, because there's no reader left to be impacted. The current transitional assymmetry in judging output vs generating it is costly to humans, people will learn to avoid that cost. Another angle is humans pretending to be the actual author of generated texts.

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p. 63

"Research suggests that avoidance of challenge may be related to motives and goals in somewhat complex ways. Elliott and Dweck (1988), in an experimental study, found that when children were oriented toward mastery goals they were more likely to choose tasks described as challenging and offering opportunities to learn, regardless of their level of perceived ability. But when students were oriented toward performance goals, they chose challenging tasks that served to enhance others' high opinions of their abilities only if they perceived their ability to be high. Children who perceived their ability to be low and were oriented toward performance goals, in contrast, tended to choose tasks described as easy but that would avoid unfavourable judgments of their ability. Some students may feel they are in a double-bind, preferring easy work that does not threaten their self-worth, yet taking on difficult tasks in order to demonstrate their competence or superiority... Elliot and Church (1997) found that performance-approach goals were positively associated with measures of both challenge-avoidance (fear of failure) and challence-seeking motives (achievement motivation). Avoidance of challenge, then appears, to be positively associated with performance-avoidance goals and negatively related with matery goals, but may have a more complex relationship with performance-approach goals."

In other words, the goal has to be to focus teaching and evaluation on the inculcation of mastery goals and the avoidance of situations in which students are encouraged to engage in performance-avoidance. Once they start engaging in performance avoidance, they then stop seeing challenge.

pp. 72-73

Collectively, the results of our studies suggest that avoidance behavior is more common in schools and classrooms that emphasize performance goals, primarily by making ability differences between students and competition salient features of the learning environment. These results are intuitive. When students find themselves in learning environments that promote social comparison and make ability differences between students salient, it makes sense that they will be concerned with looking able compared to others. For those students who fear or expect that they may not compare favorably with their classmates, the adoption of strategies to avoid such negative social comparisons is to be expected."

p. 72

"...when students self-handicap, cheat, fail to seek help when they need it, and avoid the types of challenging and novel academic tasks that produce real learning, they are undermining their own learning and development. Over time, such behavior can produce a self-perpetuating cycle of academic failure and increased avoidance (Zuckerman, Kieffer, and Knee 1998)."

p. 71

Gheen and Midgely 1999 examined "how teachers' reports of social comparison practices related to avoiding novelty and chellenge. They found that teachers' reports of informative social comparison practices related to slightly higher levels of avoidance. However, these practices weakened the association between self-efficacy and avoiding novelty and challenge. In classrooms where teachers were high in their use of interstudent discussion about how to improve one's own work, low- and high-efficacy students were on a more equal footing when it came to avoiding novelty challenge. However, in classrooms where teachers reported using high levels of relative ability social comparison practices, low self-efficacy students' avoidance was higher than that of high self-efficacy students'"

pp. 70-71

• Gheen and Midgley 1999 looked at classroom practices of sharing information about student work:
• Where work was shared to "see who got the right answer" (relative ability purposes) and
• to "get hints for when you have difficulty" (acquiring information purposes"

No surprise:

"They found that students' perceptions of the goal structure related to avoidance of novelty and challenge. When students perceived that their classrooms emphasized mastery goals, they reported lower levels of avoidance, but when they perceived their classrooms emphasized performance goals, they were more lilely to say that thei preferred to avoid novel and challenging work."

Urdan, Tim, Allison M. Ryan, Eric M. Anderman, and Margaret H. Gheen. 2002. “Goals, Goal Stuctures, and Avoidance Behaviours.” In Goals, Goal Structures, and Patterns of Adaptive Learning, edited by C. Midgley, 55–85. Taylor & Francis.

Looks at four behaviours associated with performance avoidance: self-handicapping, avoidance of help seeking, preference for avoiding novelty, and cheating

Shim, Sungok, and Allison Ryan. 2005. “Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals.” The Journal of Experimental Education 73 (4): 333–49.

Studies the extent to which grades impact challenge avoidance. Makes a distinction between performance-avoidance goals and performance-approach goals. Argues that other literature has shown that only performance avoidance behaviour is maladaptive.

When students achieved low grades, a performance approach goal was related to decreased intrinsic value and increased desire to avoid challenge.

Performance avoidance is bad; performance approach motivation may be good.

Survey questions on preference to avoid challenging work

Performance approach goals are beneficial for achievement and do not affect motivation negatively, as opposed to performance-avoidance goals.

Mastery goals are positively associated with "self-efficacy, challenge-seeking, and intrinsic value"; performance avoidance goals are negatively associated with these same values.

Performance-approach goals focus on gaining a favourable judgement;

Performance-avoidance goal concerns a focus on avoiding negative judgements.

Grading has been shown to provoke challenge avoidance behaviour