Feb 17 Flashcards

Question

3 research examples - relative to those with a growth mindset, individuals with a fixed mindset...

Answer 1

1. were less interested in taking remedial English classes after doing poorly on a proficiency test 2. preferred reviewing material for units they had aced rather than material for units they had failed 3. were more likely to engage in DOWNWARD rather than upward social comparisons, even though this meant missing out on potentially valuable tips for a task they did poorly on

Answer 2

DIFFERENT attempts of REPAIRING STATE SELF-ESTEEM

Answer 3

the LARGER the DROP in self esteem, the LOWER the social comparison target chosen

Answer 4

the LARGER the DROP in self-esteem, the HIGHER the social comparison target chosen

Answer 5

PROTECTING one's self image by engaging in SELF-DEFEATING BEHAVIOURS that provide an EXCUSE for later failure

Answer 6

fixed mindset across different domains like sports and education

Answer 7

people are either compatible or they are not

Answer 8

relationship challenges can be overcome

Answer 9

people with destiny beliefs but they're especially sensitive to signs that their relationship "isn't meant to be"

Answer 10

satisfaction declines and they're more likely to DISENGAGE from the relationship

Answer 11

are CONSTRUCTIVE, RESILIENT, COMMITTED try to maintain the relationship when there's a problem have LONGER LASTING relationships

Answer 12

85% is it beneficial?

Answer 13

group one: praised for their ABILITY ("you must be smart at these problems") group two: praised for their EFFORT ("you must have worked hard at these problems"

Answer 14

1. first set of problems & experimental manipulation (ability vs effort praise) 2. goal choice 3. second set of problems and failure feedback 4. third set of problems

Answer 15

after the first set of problems and either ability or effort-related praise, there was a GOAL CHOICE 67% of children praised for ability chose PERFORMANCE GOALS ^ chose problems presented as easy to do well on 92% of children praised for effort chose MASTERY GOALS ^ chose problems presented as harder but super rich in information and learning potential

Answer 16

(after goal choice, they were given second set of problems and told they did badly) 1. children previously praised for ability ATTRIBUTED FAILURE to LACK OF ABILITY 2. children previously praised for effort ATTRIBUTED FAILURE to LACK OF EFFORT 3. children praised for ABILITY reported LESS DESIRE TO PERSIST and LESS ENJOYMENT

Answer 17

1. children in ABILITY PRAISE condition DECLINED in performance 2. children in EFFORT PRAISE condition IMPROVED

Answer 18

children in ability praise condition: 1. less likely to SEEK OUT INFO on useful strategies (prefer instead to see where they stand COMPARED to others) 2. more likely to MISREPRESENT their SCORES to others 3. more likely to express a FIXED MINDSET re: intelligence

Answer 19

nope! rather, they argue that EFFORT, PROPER APPLICATION OF STRATEGY, and GOOD MENTORSHIP is essential for the development of one's full potential

Answer 20

1. effort 2. proper application of strategy 3. good mentorship

Answer 21

GROWTH is possible regardless of WHERE YOU START

Answer 22

yes. without proper application, they can lay dormant or stagnate

Answer 23

drawing is one of those skills people often view as innate you're either good at drawing, or you're not but had people draw a self-portrait and then participate in a 5 day long drawing workshop they IMPROVED A TON argued it isn't as much about drawing as it is about seeing - and this is a skill that can be SYSTEMATICALLY TAUGHT!

Answer 24

absolute pitch traditionally thought to be an inherited "gift" more recent evidence shows that absolute pitch can be SYSTEMATICALLY TAUGHT - even in adulthood (more common among people who speak tonal language - in which the meanings of words depend on their pitch - environment!)

Answer 25

intervention - 8 weekly sessions assigned to one of two groups: EXPERIMENTAL GROUP: taught intelligence is MALLEABLE and can be developed CONTROL GROUP: lessons on MEMORY

Answer 26

"many people think of the brain as a mystery. they don't know much about intelligence and how it works. when they do think about what intelligence is, many people believe that a person is born either smart, average, or dumb - and stays that way for life. but new research shows that the brain is more like a MUSCLE - it changes and gets stronger when you use it. and scientists have been able to show just how the brain grows and gets stronger when you learn" "when you learn new things, these tiny connections in the brain actually multiply and get stronger. the more you challenge your mind to learn, the more your brain cells grow. then, things that you once found very hard or even impossible - like speaking a foreign language or doing algebra - seem to become easy. the result is a stronger, smarter brain" ABOUT MALLEABILITY OF INTELLIGENCE

Answer 27

1. students in experimental group ENDORSED INCREMENTAL theory of intelligence more strongly after participating in the workshops (no change in control group) 2. 27% of students in experimental group SPONTANEOUSLY CITED THEIR TEACHER by showing positive change (only 9% in control group) 3. DECLINE IN GRADES REVERSED IN EXPERIMENTAL GROUP

Answer 28

students taught about the malleability of intelligence/the brain BOTH ENDORSED GROWTH MINDSET and actually PERFORMED BETTER

Answer 29

MIXED RESULTS from subsequent studies of mindset interventions within education recent meta-analysis of 43 studies (N = 57, 155) found NO OVERALL EFFECT - although some evidence that academically high-risk and economically disadvantaged students may benefit

Answer 30

there's some evidence to suggest that 1. academically high risk 2. economically disadvantaged students may benefit from the intervention

Answer 31

it's NOT JUST about PRAISING EFFORT growth mindset involves TRYING NEW STRATEGIES, adapting, seeking input from others students must understand that EFFORT MUST BE DIRECTED EFFECTIVELY means that if we want to teach growth mindset, we must also teach things like implementation plans etc.

Answer 32

do anything it also requires giving them SKILLS, TOOLS, STRATEGIES to improve ie. skill specific exercises and techniques ie. if-then implementation plans

Answer 33

is that these studies don't teach kids how to effectively grow no implementation plan teaching, no teaching of the correct strategies etc

Answer 34

implicit and explicit messages that PARENTS, TEACHERS & ORGANIZATIONS send ie. company may have a mission statement speaking to growth mindset, but encourages practices that undermine growth mindset (ie. disincentivizing appropriate risk taking, not providing development and advancement opportunities)

Answer 35

if students see themselves as in "need of help"

Answer 36

Dweck refined her initial 8 week long workshop to make it shorter & more accessible 1 hour long module, delivered online delivered to a nationally-representative sample of hs students in the US focused on lower-achieving students pre-registration to avoid data cherry picking

Answer 37

1. emphasis on MALLEABILITY of the brain 2. promoting INTERNALIZATION of messages through personal reflection and writing messages to another student 3. EFFORT ALONE ISN'T ENOUGH - emphasized importance of STRATEGY

Answer 38

1. REDUCED prevalence of FIXED beliefs 2. higher GPAs at end of ninth grade ^ effect size of 0.1 SD (larger than other "promising" educational interventions which rest at 0.3 SD) 3. some evidence that intervention more effective when BEHAVIOURAL NORM among PEERS supported growth mindset beliefs and challenge-seeking

Answer 39

no, generally we hold a MIXTURE of both some are just more accessible/strong certain SITUATIONS and ENVIRONMENTAL CUES may "trigger" a fixed mindset

Answer 40

environments environmental cues ^ perhaps we could leverage IF-THEN IMPLEMENTATION PLANS for this as well

Answer 41

does this perspective underestimate the importance of innate ability? if so, could be making students feel bad about things that aren't under their control

Answer 42

probably aren't making students feel bad about things that aren't under their control BUT... 1. we should TEMPER our CLAIMS and EXPECTATIONS 2. need to EXPERIENCE progress - through small, achievable progressive goals