Young people who believe that their intelligence alone will enable them to succeed in school are often discouraged
when the going gets tough.
Image: GETTY IMAGES
In Brief
Growing Pains
- Many people assume that superior intelligence or ability is a key to success. But more than three decades of research shows that an overemphasis on intellect or talent—and the implication that such traits are innate and fixed—leaves people vulnerable to failure, fearful of challenges and unmotivated to learn.
- Teaching people to have a “growth mind-set,” which encourages a focus on effort rather than on intelligence or talent, produces high achievers in school and in life.
- Parents and teachers can engender a growth mind-set in children by praising them for their effort or persistence (rather than for their intelligence), by telling success stories that emphasize hard work and love of learning, and by teaching them about the brain as a learning machine.
A brilliant student, Jonathan sailed through grade school. He completed his assignments easily and routinely earned As. Jonathan puzzled over why some of his classmates struggled, and his parents told him he had a special gift. In the seventh grade, however, Jonathan suddenly lost interest in school, refusing to do homework or study for tests. As a consequence, his grades plummeted. His parents tried to boost their son’s confidence by assuring him that he was very smart. But their attempts failed to motivate Jonathan (who is a composite drawn from several children). Schoolwork, their son maintained, was boring and pointless.
Our society worships talent, and many people assume that possessing superior intelligence or ability—along with confidence in that ability—is a recipe for success. In fact, however, more than 30 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
This article was originally published with the title The Secret to Raising Smart Kids.
See what we're tweeting about
132 Comments
Add CommentI wonder if the same lessons apply to kids with learning disabilities. I.e., do kids who believe that their disability can be overcome by hard work do better than those who believe they're limited by their disability?
Reply | Report Abuse | Link to thisThis article says what to "believe" regarding intelligence. What I want to know is what the truth is. Is intelligence innate, learned, or a little bit of both?
Reply | Report Abuse | Link to thisIt is a very article. I am couraged. I ,an old student, is preparing test in order to apply the school.
Reply | Report Abuse | Link to thisWell, it all seems to me to be about building resilience. So, IMHO, the next step is to encourage our educators to work with their students on tasks which foster creativity and ingenuity rather than just tasks which have a correct or incorrect answer. A willingness to work (effort), a love of learning (passion), and a desire to try things from different angles (ingenuity) - imagine a whole generation like that!
Reply | Report Abuse | Link to thisExcellent article!
Reply | Report Abuse | Link to thisI wanted to attach a PowerPoint file that would present information about some useful tools that could provide significant confirmation of the author's thesis - that talents can be developed and 'grown', given attititudes that enable learning (and 'unlearning' of unproductive attitudes and behaviours).
[Alas, I am informed that this kind of file is not allowed as as attachment, What to do?]
--- GSC
Very useful article, especially for young parents. I wish to compliment the author, Carol.
Reply | Report Abuse | Link to thisGanesh
B.R.HILLS, |South India
Thanks a lot for an interesting and useful article. Very happy to be convinced that this conclusion comes from such a rigorous and methodical research study.
Reply | Report Abuse | Link to thisRavi K., South India
I'm concerned this article is missing the point: The goal of the studies should show HOW mind set affects the brain, and how and why this translates into better performance, NOT how mindset translates to better perfomance.
Reply | Report Abuse | Link to thisFor exmaple, do beliefs entail unconcious visualizations that prime the pre-motor cortex... thus improving the abilitie of the student when doing homework?
I think our knowledge of how effort affects performance is superficial at best.
--
Edited by AndrewBurkhart at 12/01/2007 10:16 PM
--
Edited by AndrewBurkhart at 12/01/2007 10:22 PM
repost
Reply | Report Abuse | Link to this--
Edited by AndrewBurkhart at 12/01/2007 10:09 PM
I would like to stimulate the author of this article more: what do these negative "mind-set" beliefs tell us about the functio nof beliefs? What are beliefs for? In individuals who have deficiencys in the region of the brain devoted to beliefs (not mentioned in the article) how does their mental aptitude stack up to other children?
Reply | Report Abuse | Link to thisMoreover, what is "intelligence" in the first place?
It's fun to think about the aspects of this article. The conclusion is if humans focus on effort rather than grades, they will get better grades because grades are a measure of performance. If this sounds like palty science, its because it is. Philosophers knew this in Ancient Greece 2,000 years ago... it says something about Humans and how they emphasize grades... an even more interesting question: Should our children be interested in Grades in the first place?
On first glance, of course, but I don't believe this is true.
The criteria for grades is not neccessarily effort, and the determination of the cirriculum could be completely arbitrary.
By the end of my life, I doubt not, I will answer these questions. I don't want my children to be raised in the level of ignorance about these topics that we currently have.
Update:
I would like to add some more to this. The motivation behind noble achievements had nothing whatsoever to do with effort, it was for pure love of the subject.
"The most important motive for work in the school and in life is the pleasure in work... In the awakening and strengthening of these psychological forces in the young man, I see the most important task given by the school." - Albert Einstein said this.
Einstein dropped out of high school, failed his college entrace examination, retook high school classes, and then barely got by college through copying his friends notes. He was also turned down for numerous positions after writing his theory on relativity because he wasn't an academic when he revolutionized the world of physics.
Isaac Newton was also a feeble minded student prior to living with a school master, his mother wanted him to be a farmer. Interestingly enough, a farmer seems to be the prime occupation for lovers of wisdom, because John Adams wanted to drop out of schsool to become a farmer as well.
The point of mentioning this is these people went on to succeed because they loved what they did, and this was sparked by interest in the subject, not some superficial desire to get good grades or to blow up one's ego by focusng on effort.
For some perspective - I ask that you not take offense to this - 300 years from now this magazine title will be forgotten, and so will all of its published articles. This article too, will not be remembered. What will be remembered will be the author's contribution (or lack theeof) to the study of how beliefs shape the brain... so we can understand what the heck is going on in order to understand more about ourselves.
Your interest in how beliefs shape academic performance is a start, but that's like making the jump from the motion of the stars into the meaning behind them... that field was astrology.. and it was popular because we hadn't yet solved some of the primitive basics of planetary motion..
As a neuroscientist (which I reluctantly mention), we still know little about the collective workings of the cerebral cortex, we know the specifics of each part in depth, but what is all this jelly collectively doing? How is it all working together?
Likewise.. what are beliefs.. and what Jelly is responsible for this?
(I hope you reading my thoughts is as interesting as it was for me to think them )
--
Edited by AndrewBurkhart at 12/02/2007 1:17 AM
Having been in the field of psychology for many years, I noticed an error in this article. Intelligence, or IQ, is not the same as Intellectual skills per se (such as knowing formulas, techniques, facts). also, it is misleading to say that IQ is not fixed. It is one of the most stable testable features of human psychology we know of. It is amazingly stable throughout the lifetime. Intensive programs like "Head Start" programs produce small gains of 3-4 points, but they are temporary. IQ drops back within a few years to the level it would have been without those programs. Having said this, on the other hand, I always thought people emphasized IQ WAY too much. Motivation is WAY more important. We should not lie to kids and say IQ is malleable, but rather point out that there are plenty of smart folks without nobel prizes. Motivation is the key. "The Geography of thought" by Richard Nisbett, shows clearly that the Chinese have a higher ave. IQ but not matching science for a good reason.
Reply | Report Abuse | Link to thisI think Andrew hit it right on the money with this comment:
Reply | Report Abuse | Link to this"The point of mentioning this is these people went on to succeed because they loved what they did, and this was sparked by interest in the subject, not some superficial desire to get good grades or to blow up one's ego by focusng on effort."
It's not all about the IQ. Intrinsic motivation, some ethereal vision or sense of the future which swells up from the subconscious propels us as westerners or something. We value truth-seeking naturally. teasing these factors apart, then trying to increase them with eugenics and training would bring untold treasures to mankind.
A very interesting article! This hits home hard as I have a few highly intelligent underachievers in my family who would make Bart Simpson green with envy! This article is obviously not the entire answer, but it does discuss a very important aspect of the equation.
Reply | Report Abuse | Link to thisAs a brain-based educator, I am interested in getting my hands on the 'Brainology' software - can someone point me in the right direction please?
Marie-Louise Oosthuysen
moosdegut@yahoo.com
The flip side of this article is figuring out why many kids seem to lose their natural growth mind-set. (Look at the nearest set of monkey bars to see that looking for challenges is natural for most kids.) Too many failures, and students stop trying. The JUMP method of teaching math uses graduated challenges to build confidence and, implicitly, the growth mind-set. Check out www.jumpmath.org .
Reply | Report Abuse | Link to thisWonderful gift for this Holiday Season...I am passing it on to all my contacts !!
Reply | Report Abuse | Link to thisPoints rightly put. I will like to add in Hindi as ,?2A2 @ +0.>/>d
Reply | Report Abuse | Link to thisAnother vulnerability, related to mind-set, can be impostor syndrome or feelings, which may persist even in the face of years of accomplishment. Jodie Foster is a recent recipient of the Sherry Lansing Leadership Award, but said, I always feel like something of an impostor. I dont know what Im doing.
Reply | Report Abuse | Link to this(For instance, many young athletes value talent more than hard work and have consequently become unteachable.)
Reply | Report Abuse | Link to thisI hope there are other baseball fans out there. This translates: academically, I'd rather be a Pete Rose than a Barry Bonds. Correct? (I've been caught in this loop ,y whole life.)
talent is first recognised by the individual and then the person takes action. Hard work follows the impression on the student that he/she is intelligent and is capable
Reply | Report Abuse | Link to thisHow true. I am a leader of a project where we are trying to make educated housewives who continuously say they are not talented like other working women. It is not the tools which we teach it is awareness of these concepts gave them faster results in becoming highly productive working women.
Reply | Report Abuse | Link to thisI truly have lived the concept of this article. I feel I have tremendous ability to tackle any problem my life/job throws at me. I often find more fun in the process of solution than the end point result. My parents always helped me "think" I could solve or accomplish anything, although my IQ may not indicate so. Thus, I am a happy, satisified person in my self, my relationships and my social community. This is very interesting and I reflect on my 30+ years of teaching and wish I had access to this article much much sooner. I will share and encourage this approach with the many teachers with whom I work. Thanks so much for providing a potential "higher road avenue" for so many kids that today seem "tuned out" to the fun and energy obtained from new learnings.
Reply | Report Abuse | Link to thisJudy Dean, Craven County Schools
3600 Trent Road
New Bern, N.C. 28560
The article makes a point for attitude change and ongoing coaching of children to engender the right attitude towards learning, Nature is over-rated. Self-esteem needs to be built on effort rather than innate abilities if any.
Reply | Report Abuse | Link to thisAs I was taught in numerous management courses, people have differing responses to the way they are treated. The trick is to determine the correct way to treat them. This does not include the joke about the man and the donkey that concludes you have to hit him over the head with a 2x4 to get his attention.
Reply | Report Abuse | Link to thisOnly someone who has absolute control over an individual can make absolute statements about how they think.
A middle school "loser" can become a winner with the right approach by the teacher until external influences (peers, parents, coaches, other teachers, etc.) causes him/her to revert to being a "loser". This applies to any competitive activity especially competing for high grades.
I suffered a stroke earlier this year and lost many abilities. I could not do crossword puzzles, lateral thinking disappeared. (I was a software engineer for 30 years). Nine months ago I would not have attempted to write a comment such as this. Using the growth-mind-set principle I now have re-built some of the broken neural pathways. While I still have trouble performing many of the tasks I used to, there is a gradual improvement.
Reply | Report Abuse | Link to thisThe growth mind-set principle has helped me a great deal.
Confirming some ancient truths... captured in two morality tales from different cultures... The Hare and the Tortoise and... Forrest Gump
Reply | Report Abuse | Link to this--
Edited by John in Camas at 12/11/2007 5:49 PM
Expelled at age 15 from school and told that I had inferior intelligence, I've spent my life vulnerable to failure, fearful of challenges and unwilling to remedy my shortcomings.
Reply | Report Abuse | Link to thisWhat education I do have is mostly the result of constant and unremitting self-education.
But I've never known much success in life.
Effort to achieve is the process and achievement is the goal.When we are rewarding only the process,we are confusing process for goal.Such ideas look revolutionary but appear impractical in the long run and are not exactly in accordance with law of effect
Reply | Report Abuse | Link to thisa brilliant work! it inspired me to work harder and not to give up! thanks a lot!
Reply | Report Abuse | Link to thisDid this really need to take 30 years to uncover? I could have told you that in about 7 years just from my own dealings with my own children. When will all the science catch up with actual life and evolve?
Reply | Report Abuse | Link to thisWhy was it performed on actual children who had the horrible fixed mind sets have to suffer for the sake of science. When will science come out of the dark ages and realize it's own downfall like this example. Think of how many children who have been left in the cold so that 30 years of testing could be performed!
I am an extremely progressive thinker and feel that the science industry is filled with fixed thinkers and that needs to be changed!
Though the article provides an interesting perspective, when pushed too far intelligence as opposed to effort becomes a false dichotomy. As the director of an honors program for years, I came to believe that, granted a level of intelligence, motivation was the key to outstanding performance. Knowing that they are gifted or very intelligent did not harm motivated students, in my experience.
Reply | Report Abuse | Link to thisI think the thing described in the article is partly what happened to me. I don't remember a time when I didn't know that I was extremely smart, people kept telling me so, family, teachers, schoolmates... though most of the latter not very benignly.
Reply | Report Abuse | Link to thisAs a highly insecure perfectionistic top student I don't think the situation is quite as simple as described here. (Although I can only speak from my own experience)
Though I AM very sensitive to failure of any kind, this is part of the very motivation that keeps me performing well. Since I know how badly mistakes wound me I'm working hard not to make them.
I do agree, though, that it's much better for one's psychological health if they have that other sort of motivation mentioned in the article.
OR as Thomas Edison (a VERY smart person) once said,
Reply | Report Abuse | Link to this"Genius is 1% inspiration and 99% perspiration."
Success is best worked at throughout life.
Too many people are separated from reality in these postings. The authors continue the delusion that environment is more important than nature. To keep it simple consider this: IQ is a proven metric and correlated with school success. IQ with weak motivation will lead to less than expected success in school, but low IQ with greater motivation will still fall short. You should be encouraging your children to learn, but you aren't going to take a kid with a 100 IQ, send him to Harvard to study astrophysics, then have him find work at NASA. At the same time a kid with a 140 IQ may not fulfill the aforementioned scenario if he is an over indulged bum. Educators and parents need a reality check and keep their students focused on a goal that is attainable and that they find gratifying.
Reply | Report Abuse | Link to thisNothing.
Reply | Report Abuse | Link to this--
Edited by uriel09 at 12/14/2007 7:39 AM
i think it should be two way. when one is affirmed of his unique abilities and shown that he can improve them by working harder, his achievements will be guaranteed.
Reply | Report Abuse | Link to thisNicholas Mugume
Kampala Uganda
Children cannot be made to fit any one model nor even many models, only their own. At both ends of the spectrum the clearer effects of nature and nurture are to be found. Only in the middle is the greatest confusion of the two found, and that middle grows with the amount of effort that is put into the nurture. One must always seek to distinguish the effects of positive attention from the effects of any particular method of educating about anything. What we must guard against in this case is the idea that these children represent two sides of learning experience. Many children receive no encouragement and nor any idea that they may be able to accomplish anything, much less the idea that they are "smart". Presenting this as a spectrum against which to evaluate education as a whole is misguided at best. It certainly has some validity, at least at the anecdotal level, but I believe that more is needed before we declare this a means to improve education or life learning. When one considers how much is already directed to those who are regarded as gifted or talented or smart, one occasionally wonders why this area carries much importance.
Reply | Report Abuse | Link to thisthe findings confirm my own experience and observations. barring rare exceptions, the most important factor in studies is hard work.
Reply | Report Abuse | Link to thisIt was a little eerie reading this article. I myself was always told what "potential" I had, and have yet to live up to it. My sister, who was a little bit slower than I to learn (though not -slow-), was encouraged early on about the quality of her effort over her results. I work in retail; she's a university grad near the top of her class.
Reply | Report Abuse | Link to thisSmart author! That's correct. I will apply it in relation to my son, and even myself!
Reply | Report Abuse | Link to thisThank you very much for this wisdom.
Reply | Report Abuse | Link to thisemmy irobi
mediator in poland
Interesting article, however, there are a few things worth mentioning. First, the Dr Dweck failed to mention that the work on Learned Helplessness actually led to cross cultural studies showing that a certain number of individuals are predispositioned to resilience, some to being helpless and most to learning helplessness.
Reply | Report Abuse | Link to thisSecondly, I am a bit concerned with the use of controls. There was no mention of randomization and the students selected had "declining grades" wich indicates they were in the process of learning helplessness. What about those students whose grades are already low?
Lastly, isn't there some inherent bias with developing a computer program. And doesn't sports provide some of these same benefits while at the same time providing health benefits? Remember, some of those dogs had to be dragged to show them they could get away.
Suggest all take a look at this article:&
Reply | Report Abuse | Link to thishttp://econlog.econlib.org/archives/2007/04/you_can_do_anyt.html
My take is that it is a bad idea to lie about the reality of the world --- the reality is that you must have talent (e.g. IQ like Einstein, musical ability like Mozart, pro athletic skills for those who want to be the next Air Jordan, etc...etc&). The income stratification is a result of the economy becoming more efficient at identifying valuable talent (this is per former treasury secretary John Snow --- I agree with him).
I was told as a young lad you can do anything you put your mind to , the quote from Edison about 1% Genus 99% perspiration, etc&, all the other propaganda. My own personal experience is that I was interested in Physical Chemistry, but alas I did not have the IQ to match and spent many years in College (they were more than willing to accept my money for tuition) wasting my time in the Phd program. I now have a relatively pointless middle income paying job unrelated to my degree or my interest (probably better than average, so I shouldnt complain too much). However, I should have considered the article that I have gave the link to at the top of this comment and become a Tax Attorney or something like that that would generate more income. Many would say but money wont buy happiness --- well, isnt that just more social propaganda like you can do anything you can put your mind to ?
For those interested in the inheritability of intelligence, V.S. Ramachandran's work on Synthestic patients (see colors in numbers, experiences tastes when touching shapes, etc)
Reply | Report Abuse | Link to thisgives us an idea how creativity - and thus metaphors - arise. There hyperconnectivty between various sense regions in the brain (Insula and olfactory for example. Our capacity to interpret aphorisms comes from the angular gyrus. This is where the temporal, parietal, and occiptal lobes meet). All people are synesthetic to some degree, but what's really interesting is the arbitrary factors involved in this phenomonen. And this arbitrariness also relates to our testing of intelligence.
English speakers can listen to the words for birds and fish in the language of an African tribe and correctly guess which is which. But the distinction is based solely on hearing, patterns of hair cell activation, with vision, photons hitting the retina. There is no "real" connection between these two categories whatsoever, yet this capacity to mingle senses is what we test our children on and view as important. Some people are more disposed to this "syndrome" than others. Patients can suffer strokes and become incredibly artistic and musical. Savants who seem slow to everyone can amaze us with their math ability
What needs to be explored to understand intelligence and growth mindset are the pathways involved in "growth mindset motor behaviors" (doing homework perhaps) and positive thoughts.
How do these regions interact to account for children working hard at studying?
Without looking at things from this perspective, at the cellular level, we're missing the point. These cellular interactions drive our behavior - not some transcendental "mindset". I don't even now what that means!
--
Edited by AndrewBurkhart at 12/19/2007 9:34 AM
I find the comments more interesting than the article. Especially those whose own personal anecdotes cloud their judgment (not very scientific). There has been A LOT of research on how important "deliberate practice" is. So, maybe you practiced and never made it. That's because it takes at least 10 years. These aren't guesses these are empirically based scientific studies. In fact there was a study of professional footballers and found a correlation between birth dates and cut off dates for the youth leagues. If you wish to learn more get a copy of the Cambridge Handbook of Expertise and Expert Behavior. It even has a chapter on the changes that occur in the brain during practice and mastery.
Reply | Report Abuse | Link to thisI think there's a difference between making the most of ones abilities, and having unlimited abilities. I think the mind responds to activity just like the body. A person can be a world-class athlete, but if they sit around all day eating pizza and drinking beer, they likely won't be able to do much physically in a few years. On the opposite end, a person with limited athletic ability can go through the best training routine for a couple of years, and still won't become a professional athlete. The mind isn't much different. I don't think that a small percentage of the population is mentally retarded, and everyone else has genius potential. Just like physical exercise, mental exercise can help everyone get the most of what they have, but there's still a limit to what they have.
Reply | Report Abuse | Link to thisI like article. Good to read. My good brain teach me that am smart. Not other many smart me. Otto smart qerson.
Reply | Report Abuse | Link to thisThis is very interesting info. which I fully agree with...
Reply | Report Abuse | Link to thisHarold Altman
For all of people who think this is a way to "create" genius . First , it is not . This is just about if you don't hard work enough and don't have enough passion to do something , you never succeed in doing it . And , if you are very smart , you still need to hard work and love ( of what you do ) to be a genius .
Reply | Report Abuse | Link to thisYou don't need to be Albert Eistein to try . Just hard work and get the greater result . Maybe in this way, you ( I say maybe ) could be something ... special
Reply | Report Abuse | Link to thisHere's a link to a story in the New York Times that is, I believe, most apposite to Professor Dweck's thesis: it's the "mindset" that determines the effort made by a person; and it's the mindset that enables a person to take the needed steps to success; to achieve 'success', it's the effort made that primarily helps you achieve it, not natural intelligence; we can (and should) all learn how to learn. Check out the inspiring story: [i][b]"Based On A True Story"[/b][/i]: http://www.nytimes.com/2007/12/27/movies/27mays.html?_r=1&hp&oref=slogin
Reply | Report Abuse | Link to this[b]Question to moderator:[/b] Is it permissible to attach a PowerPoint file; what is the maximum permissible size?
as a tok teacher this article confirms my belief about the elasticity of the human mind in its unique faculty of being intelligent with free will. thank you and pls let us readers, know how and where to get the brainology program next year.
Reply | Report Abuse | Link to thisI went from hating math and getting a D in elementary algebra all the way to multivariable calculus and loving it (B average). If I had told myself "I'm simply stupid" and gave up, I'd never had known what I was capable of. I also had a teacher in general chemistry who laughed at one of my ideas in front of the whole class back in community college, but last quarter I got a 94/100 on my physical chemistry midterm and a 192/200 on the final (my professor graduated with a phD from UC Berkely, so I don't think that she was too dumb to grade my exams correctly). Furthermore, the same semester my general chem teacher laughed at me, I got the highest grade in the class on a midterm in precalculus...but don't listen to me, I'm a just dummy and should have just given up at elementary algebra, right >:)? In six months I will have my BS in biochemistry. My favorite pastime is motivating my peers to keep going and only give up if they truly do not enjoy what they are doing.
Reply | Report Abuse | Link to thisI think this is brilliant and very insightful. We're working with leader types in a new program called KidLead (www.kidlead.com) and the application, especially with parents with higher capacity kids, is invaluable. Thanks for this!
Reply | Report Abuse | Link to thisAlan Nelson, Ed.D.
As some have pointed out in a few comments and related articles, perhaps effort is not always rewarded with appropriate returns. Malleable Intelligence is true without a doubt, but don't misdirect your effort in an area where you have no natural talent. The rewards are far greater in areas of natural talent and interest.
Reply | Report Abuse | Link to this--
Edited by philipdonald at 01/01/2008 10:09 AM
interesting article, as I too, was a "Johnathan" in grade school.
Reply | Report Abuse | Link to thisone thing that you don't address is the educational system itself. Even if my parents were to praise my efforts, instead of my intelligence in grade school, I still would have hit the 'ceiling' of "A" grades. There is nothing in the "system" to support extra achievement by students, the educational factory is setup for you to get your "A"s and move on. If I were to want to learn above what was needed, I'd be chided by the other kids as a brownoser or a nerd while the teacher had no curriculum to support additional learning, so I'd be stuck in 'cruise control' until the next grade.
Realistic expectations sre very important. Some people can not swim. No matter what method we try, it is unrealistic to think that they will learn. However, in the face of limitations we can learn to live with alternatives, e.g. stay in the boat.
Reply | Report Abuse | Link to thisHaving spent 40 years teaching (in the public school system) mathematics I've worked with all abilitities and all mindsets. Nothing beats good attitude and realistic expectations for students accheiving at higher levels of complexity. If parents can be trained to accept what their children can do and hold the kids accountable, progress is possible.
Teaching classes of highly gifted youngsters (form 5-9) at a German "Gymnasium" I can only agree to what the article says. It truely depicts the experience in our everyday work. The problem is that the school-system in itself doesn't easily allow the growth mind-set scenario for gifted children especially in primary school; thus it is difficult for them to escape the "Jonathan"-effect in your example. As we get those kids after 3-4 years of this experience (always being the ones with the best grades without doing anything at all) it is hard work and sometimes takes years to make them see the reward of effort and study discipline. It could be worthwhile to model curricula for all grades in order to challenge gifted children and help them avoid the negative side effects of too much emphasis on intelligence represented by scores in a test. Moreover parents have to be instructed very early about the results of this research.
Reply | Report Abuse | Link to thisResearch shows that effort matters more than natural ability. (see Cambridge Handbook of Expertise and Expert Performance) That is not to say that it doesn't have an effect. However, society at large prefers the idea of natural ability. This is because it makes a better story. People remember anecdotes and forget statistics. We remember the child prodigy and forget that most of the great contributors to the advancement of society were not. It also makes it easier on the educational system to say that some kids are just "gifted" and others are not.
Reply | Report Abuse | Link to thisDweck's therapy is only applicable to students whose grades were in decline which means they were learning to be helpless. This therapy may not necessarily apply to students whose grades have been low for a period of time. Books like Martin Seligman's "Learned Optimism" are a good read on this subject.
In your article 'The secret to raising smart kids', you make a strong link between intelligence and success in school, and in life.
Reply | Report Abuse | Link to thisI would argue that success in life is not necessarily measured by success in school. One's success might be to provide emotional support to peers who need it, or simply to find their soul mate. One person working harder to obtain better grades might miss out on other opportunities, and might end up a very unhappy person - and that does not look like a smart move to me. However, the insight on where to focus - where we to choose and attempt at being professionally successful - is very interesting.
Most kids are average or a little bit above average. Telling them that they are gifted is often very harmful.
Reply | Report Abuse | Link to this--
Edited by patusa at 01/05/2008 8:17 PM
This article was great. But what do you do for adults who have been raised receiving compliments for their accomplishments and not a word on their effort? When one little failure stamps out their motivation.
Reply | Report Abuse | Link to thisMany of our young people are subject to ugly manifestations of learning in the classroom, and more so, in academic testing. Encouraging creativity and enlightening the minds ensure their ability to complete required coursework.
Reply | Report Abuse | Link to thisI think this article is overly focussed on a particular group of students- say those scoring between 50 and 80%.
Reply | Report Abuse | Link to thisThe article talks about a 50%er going on to become an 80%er. Good news of course, but what constitutes the cream (forgive my usage of the word) of a class are those endowed with natural talent. Among the cream, there is probably little difference between someone with an IQ of 136 and 140, which can be made up by effort. It is unrealistic, however, to expect someone with an IQ of 100 to perform as well as one with 140.
One question, is the ability to put in higher effort an inborn ability too?
Where can we look at the curriculum for growth mind set workshop?
Reply | Report Abuse | Link to thisWhat is the status of your interactive Brainology program?
To be honest I went through formal schooling and received average grades at best. Later in life I found that I scored well on placement tests, IQ tests, etc. I believed that intelligence was something that could be learned, however, I thought that people had an "area of expertise." Thus when math didn't come as easy as other subjects I felt I must be doing something wrong. I gave up to a large degree because it wasn't easy. Later, in life, with a little more displine, I realized that if I actually practiced the required skills, it came much easier. My intelligence didn't change. My view of how much discipline(how hard I would try) did. Kids should be taught to try hard at all things, persistance is going to lead to the development of more problem solving skill sets and make the taste of learning much sweeter.
Reply | Report Abuse | Link to thishi did you ever get a reply to your question about curriculm and the interacvtive program?
Reply | Report Abuse | Link to thisdan
Hi, This is an excellent piece of information. The concept of two mind sets ie. fixed mind & the Growth mind is really good.
Reply | Report Abuse | Link to thisI created a gift giving game to make kids think and problem solve in the course of their receiving presents. Check out giftventure.com
Reply | Report Abuse | Link to thisThis research is exciting. I spent 12 years from 1991-2002 teaching children with a variety of disbilities to swim and trained them with other teachers in karate, including some in wheelchairs. We called our group Kala-no limits. This came from the Hawaiian term meaning we are all connected and there are no limits to what we can achieve. I praised the children on their smallest achievements and made the parents sit and watch and at a signal from me they would clap and shout praise. I asked the children what their dreams were and told them we could achieve them but we just had to dream them first then work towards achieving them. I told them of a previous child I had taught who ended up in the Paralympics. They saw this young man win gold after I told them about him on tv so knew it could happen to them too. Several went to the nationals for the paralympics and several went to the special olympics. Others improved enough to go into mainstream sports such as netball and soccer. Jenny S
Reply | Report Abuse | Link to thisExcellent article. As a parent of a teenage gifted child, I have praised both efforts and talent. It is very true that gifted children can easily frustrated if they encounter failure. I hope GS_Chandy can upload the ppt for reference.
Reply | Report Abuse | Link to thisI would like to know how to purchase the teaching series Brainology, referred to in the article. This school year, I began doing math review with my son and his best friend 5 nights a week. Although the meterial we study is different than that covered in class, they are both doing better on their math tests and homework. I intuited that this would be from "thinking about math all the time." Now I can tell them they are growing their brains.
Reply | Report Abuse | Link to thisPlease give me more information on how to purchase Brainology.
mommy26
If at the age of 35 a child blames his parents for his laziness and inability to perform efficiently, is it too late to propel him into a world of maximum achievement by belatedly telling him that he is a lazy jerk ?
Reply | Report Abuse | Link to thisIf at the age of 35 a child blames his parents for his laziness and inability to perform efficiently, is it too late to propel him into a world of maximum achievement by belatedly telling him that he is a lazy jerk ?
Reply | Report Abuse | Link to thisThis has is an excellent article. It would be wonderful if the entire educational community could get behind this ideaolgy and empower all children of the power of praise.
Reply | Report Abuse | Link to thisI am a very smart student, I am in the 7th grade and Im struggling in a specialized school.
Reply | Report Abuse | Link to thisThese arent the only reasons why students fail, there are more to uncover I still don't even know why I fail, I try my best, study, AND go to tutoring. Please somebody help.
With all due respect, Mr Burkhart's comment on the article missing the point was itself missing the point. The intent of the message was to point out that intelligence without effort expended results in nothing. The result of the combination of effort and intelligence is a product, not a sum. They can of course influence each other, which is also not the point of the article. Loving what you do is also not the point, whether true or not. Its not feasible to love what you do prior to having done it, which makes doing it a prerequisite to love. This has been confirm biologically, with respect to caring about other people in particular. People grow to love the ones they take care of, not vice-versa.
Reply | Report Abuse | Link to thisI know the concepts are valid in this article because they have probably salvaged my son's academic career. I read it in a bookstore, bought the magazine, and used the information in a college course. Months later when seeking some way to reorient my son to a productive path, I just handed him the article and let him read it. I won't describe the personal response, however he now has A's in school, and I have done little else since then. I will have certification as a teacher soon, and intent to incorporate this into my instruction as a fundamental aspect.
With all due respect, Mr Burkhart's comment on the article missing the point was itself missing the point. The intent of the message was to point out that intelligence without effort expended results in nothing. The result of the combination of effort and intelligence is a product, not a sum. They can of course influence each other, which is also not the point of the article. Loving what you do is also not the point, whether true or not. Its not feasible to love what you do prior to having done it, which makes doing it a prerequisite to love. This has been confirm biologically, with respect to caring about other people in particular. People grow to love the ones they take care of, not vice-versa.
Reply | Report Abuse | Link to thisI know the concepts are valid in this article because they have probably salvaged my son's academic career. I read it in a bookstore, bought the magazine, and used the information in a college course. Months later when seeking some way to reorient my son to a productive path, I just handed him the article and let him read it. I won't describe the personal response, however he now has A's in school, and I have done little else since then. I will have certification as a teacher soon, and intent to incorporate this into my instruction as a fundamental aspect.
I work with learning disabled students and I have found that those who continue to try make greter progress than those who accept their "situation" and "limits"
Reply | Report Abuse | Link to thisFurther I have observed that within the general classroom, many students have been programmed to focus on the outcome or answer, rather than the process and effort behind the it. Therefore they see work as right or wrong rather than as a journey from question to solution.
I am 14 years old, my name is Elijah Vorse from Corvallis Oregon. Growing up i was always in the smart class, advanced math, and the fact that my Testings were wwwwway higher then other kids were not hidden, my dad was proud that i was in TAG (Talented and Gifted) And i felt good too, but school had little meaning to me, i just did it because i had to. Entering 6th grade (In challange Social studies/language arts/math) i went from little-no homework to a considerable chunk (To me). It was shocking, at first a tryed, i had B's n such, and noticing that they were not A's i got a little depressed, befor long i quit doing homework altogether, the only thing that kept me going befor was the fear of my parents finding out, (But how hard is it to check the mail every quarters and discard the envelope?) And when they did eventually find out i felt really ashamed at first like i had let them down, but then i guess i just got used to it. I Escaped homework through video games and other such activities. It was the same story in 7th grade, the first quarter i made b's n a's motivated for change, then slowly slumped back into not doing homework at all. I went from challange classes to low classes (now in 8th grade) I think the only reason they didnt hold me back was that even though i made f's n d's majority my test scores on the computer (not over lessons, although still sometimes those) were still WAY over the class avarage, and i knew this too. With my scores being above the class, all the while not doing my homework....why would i do my homework, i just didnt see the point. Now 3/4 of the way done with 8th grade i'm getting worried, i know about scholarships n such and just can't seem to will myself into doing my homework, which i honostly never really did. My dad is on his last stand into getting me to do my homework, he said "Do 2 hours of homework" This last sunday, and of course, i didn't. So he grounded me for 4 weeks from everything! I'm not even suppose to be on this computer right now. I want to make A's, but i just can't seem to find the willpower to do it, this article helps, and i feel energized to do my homework, yet i've had this feeling befor and it fades....then it's the same old routine. I just honostly don't know where to turn anymore, my confidence is shrunk to a raisan even being really athleticly and geneticly good looking. Reading this article they never mentioned how to cure someone like me...dissapointing. Whos been on this road, and actually knows what the problems are, and tryed and failed. Please, Help.
Reply | Report Abuse | Link to thisWhat you 'believe' should be based on the evidence. And a scientist is always open to new evidence. This article seems to be saying that there's an innate potential and that reaching (or at least approaching) that potential takes effort. Most of us have two legs but we aren't born with the ability to walk, never mind run a marathon!
Reply | Report Abuse | Link to thisWhat you 'believe' should be based on the evidence. And a scientist is always open to new evidence. This article seems to be saying that there's an innate potential and that reaching (or at least approaching) that potential takes effort. Most of us have two legs but we aren't born with the ability to walk, never mind run a marathon!
Reply | Report Abuse | Link to thisIt's the truth. Telling special kids they're special does them no favors. I know this sounds self-serving, but I sailed through school and ended up doing nothing other than marrying well. So, I suppose I succeeded. My mother, on the other hand, was convinced I would cure cancer or become an English professor.
Reply | Report Abuse | Link to thisI'm concerned this article is missing the point: The goal of the studies should show HOW mind set affects the brain, and how and why this translates into better performance, NOT how mindset translates to better perfomance.
Reply | Report Abuse | Link to thisgod
hi
Reply | Report Abuse | Link to thishi i"m lato good wep nice
Reply | Report Abuse | Link to this@gs_chandy: How about you upload your powerpoint presentation to slideshare and then post a link to it?
Reply | Report Abuse | Link to this@GS_Chandy: How about you upload your powerpoint to slideshare and then post a link to it?
Reply | Report Abuse | Link to thisI just read Alfie Kohn's book "Unconditional Parenting" and found the ideas presented in this article to coincide with those offered by Kohn. Praise increases extrinsic motivation while encouraging effort and creativity increases intrinsic motivation.
Reply | Report Abuse | Link to thisNot 100% sure I follow you Andrew. What exactly has the effects of mindset on the brain got to do with anything? Don't you think that it's about time that psychology came up with a technology that actually helps people with their lives - rather than yet again focusing on 'pure' research - research that many would perhaps argue is worthless except as an exercise for making 'clever' people feel even more 'clever'?
Reply | Report Abuse | Link to thisHelp! Can anyone tell me the name of the author of You Can Grow Your Brain ?
Reply | Report Abuse | Link to thisHelp! Does anyone know the name of the author of “You Can Grow Your Brain” ?
Reply | Report Abuse | Link to thisAlso, heard a great radio program (WNYC's Radiolab, I think) about a study that showed kids who can delay gratification do better in school and accomplish more throughout life...goes hand in hand with effort and motivation to see a goal through until it's realized. In a sane society, school and education would focus on teaching these concepts, rather than rote memorization and taking orders.
Reply | Report Abuse | Link to thisThe balance of intellect, experience, motivation and life experience.
Reply | Report Abuse | Link to thisIt's a balance of intellect, motivation, and life experience.
Reply | Report Abuse | Link to thisEducation is not always a means of success but it is an essential tools.
Reply | Report Abuse | Link to thisEducation is not always a means of success but it is an essential tool.
Reply | Report Abuse | Link to thisI strongly believe hard work paids off. some successful people did not go to college. Everybody do not learn the same way and should not all be taught the same way.
Reply | Report Abuse | Link to thisI believe that working diligently in school teaches the student how to build a great work ethic and character to acheive great expectations in their life.
Reply | Report Abuse | Link to thisIt is a very interesting article.
Reply | Report Abuse | Link to thisvery interesting
Reply | Report Abuse | Link to thisI think this is a great idea, more teachers should practice it.
Reply | Report Abuse | Link to thisThis is very eye opening article.
Reply | Report Abuse | Link to thisA very interesting article.
Reply | Report Abuse | Link to thisVery informative.
Reply | Report Abuse | Link to thisEducation is a key component but it does not define life as to whether I will fail or succeed. I think it depends soily on the individual as to what your goals are and what you aspire to do as an adult.
Reply | Report Abuse | Link to thisI though it was very interesting paper.I hope to use it in my own classroom setting.
Reply | Report Abuse | Link to thisNice article
Reply | Report Abuse | Link to thisNice article
Reply | Report Abuse | Link to thisI thought the info was very interesting and I hope to use this info in my classroom setting
Reply | Report Abuse | Link to thisThis was a good article. Although I do not agree with all of the information.
Reply | Report Abuse | Link to thiswow make me understand children more
Reply | Report Abuse | Link to thisI liked the article,but did not agree with it
Reply | Report Abuse | Link to thisvery good now i can know more to help children.
Reply | Report Abuse | Link to thisvery good
Reply | Report Abuse | Link to thisok
Reply | Report Abuse | Link to thisit was very interesting but i still think praising is a good thing
Reply | Report Abuse | Link to thisi thought it was interesting but i think telling you kid is smart is still a good thing
Reply | Report Abuse | Link to thisvery good
Reply | Report Abuse | Link to thisReading this article made me think about how I belive that every child should be recognize or for their efforts.
Reply | Report Abuse | Link to thisvery useful ty
Reply | Report Abuse | Link to thisVERY GOOD
Reply | Report Abuse | Link to thisI belive in the article,effort needs to be recongize.
Reply | Report Abuse | Link to thisVERY GOOD
Reply | Report Abuse | Link to thisVERY GOOD
Reply | Report Abuse | Link to thisThis is a great idea. Every teacher should practice it.
Reply | Report Abuse | Link to thisI think this is a great idea. All teacher should practice it.
Reply | Report Abuse | Link to thisWow! This article was very helpful! Thanks for the tips! Hiring a personal tutor can definitely be very useful, I know a firm that services the greater Boston area. They are very affordable and I personally had a great experience with them. Please check their site out for more details about their in-home private tutoring services. http://thepremiertutors.org/
Reply | Report Abuse | Link to thisWow! This article was very helpful! Thanks for the tips! Hiring a personal tutor can definitely be very useful, I know a firm that services the greater Boston area. They are very affordable and I personally had a great experience with them. Please check their site out for more details about their in-home private tutoring services. http://thepremiertutors.org/
Reply | Report Abuse | Link to thisGreat article! I have been working with kids on mastering problems with cognition and memory for years developing my Brainetics math and memory system (www.brainetics.com)and I have found that all children can be intelligent if they are able to recall only the important information. It is all about focusing the brain in a way that allows for the best retention of material. Ultimately, I agree with this article. All children can be a genius!
Reply | Report Abuse | Link to thisMike Byster
(www.mikebyster.com)
Educator, mathematician, inventor, author
Great article! I have been working with kids on mastering problems with cognition and memory for years developing my Brainetics math and memory system (www.brainetics.com)and I have found that all children can be intelligent if they are able to recall only the important information. It is all about focusing the brain in a way that allows for the best retention of material. Ultimately, I agree with this article. All children can be a genius!
Reply | Report Abuse | Link to thisMike Byster
(www.mikebyster.com)
Educator, mathematician, inventor, author
Great article! I have been working with kids on mastering problems with cognition and memory for years developing my Brainetics math and memory system (www.brainetics.com)and I have found that all children can be intelligent if they are able to recall only the important information. It is all about focusing the brain in a way that allows for the best retention of material. Ultimately, I agree with this article. All children can be a genius!
Reply | Report Abuse | Link to thisMike Byster
(www.mikebyster.com)
Educator, mathematician, inventor, author
You must first define what you mean by "intelligence"? The ability to do complicated math problems in your head in seconds? To learn and play well multiple musical instruments by age 7? To manipulate, seduce and persuade people? To beat chess masters easily? To master multiple languages without effort?
Reply | Report Abuse | Link to thisThere are obviously "talents" that are innate (keen photographic memory, massive mental arithmetic, pitch perfect hearing, etc.) and help one master skills, but to categorize all intelligence as either nature or nurture is to be unfair to the broadly understood definition of intelligence. How intelligent is a math prodigy who cannot master more than 1 language? Or the polyglot who cannot play the piano despite 3 months of intensive lessons?