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Unformatted text preview: these children were less persistent than their peers who had been praised for their effort. "When you praise kids' intelligence and then they fail, they think they're not smart anymore, and they lose interest in their work," Dweck explains. "In contrast, kids praised for effort show no impairment and often are energized in the face of difficulty." In another study, seventh graders were categorized according to whether they felt that intelligence is fixed or malleable. Students who viewed intelligence as something that can be cultivated earned progressively higher grades during the next two years, whereas those who had a fixed view of intelligence did not improve. "When you have a malleable view of intelligence, you believe in learning and you believe in effort," Dweck says. "When you have the fixed view, you don't." Based on these findings, Dweck and colleagues designed a program (the Brainology Workshop) that explains to kids that learning creates new neuronal connections in the brain...
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This note was uploaded on 02/05/2011 for the course HUM SRVS 100 taught by Professor Lovern/elam during the Fall '07 term at Allan Hancock College.
- Fall '07