BONUS RPC TEXTES À TROUS Flashcards
REWARDING AND PRAISING CHILDREN
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The text and the audio version are referring to 3 main theorists in the field of ⭐️[… … (… …)] : Psychologists [… R. …], [… …] and Professor […].
The text and the audio version are referring to 3 main theorists in the field of ⭐️[Lifespan development (developmental psychology)] : Psychologists [Mark R. Lepper], [David Greene] and Professor [Dweck].
Psychologists Mark R. Lepper and David Greene from Stanford and the University of Michigan who were interested in testing what is known as the ⭐️[“… …”] ; they conducted a field experiment described below (Lepper et al., 1973).
Psychologists Mark R. Lepper and David Greene from Stanford and the University of Michigan who were interested in testing what is known as the ⭐️[“overjustification hypothesis”] ; they conducted a field experiment described below (Lepper et al., 1973).
According to Henderlong and Leper (2002), “On the whole, we as a society seem to believe that ⭐️praise” has [positive effects on children].
According to Henderlong and Leper (2002), “On the whole, we as a society seem to believe that ⭐️praise has [positive effects on children].
We make a point to praise children for their […], and we expect our praise to [… … …] and [… … …]. Indeed, many books written for teachers and parents echo this conventional wisdom that praise leads to [… …]. It is quite surprising, then, that the research literature is far less clear about how praise actually [… … …]. In fact, a substantial number of studies indicate that praise can often be […] and sometimes even […]. One proponent of this view has suggested that ⭐️[“… … …], although often seen as positive, may be constructed as [… …] that [… or … the … of … …]” (Cannella, 1986).
We make a point to praise children for their [accomplishments], and we expect our praise to [enhance their motivation] and [boost their selfesteem]. Indeed, many books written for teachers and parents echo this conventional wisdom that praise leads to [positive outcomes]. It is quite surprising, then, that the research literature is far less clear about how praise actually [affects children’s motivation]. In fact, a substantial number of studies indicate that praise can often be [ineffective] and sometimes even [dysfunctional]. One proponent of this view has suggested that ⭐️[“praise and reward], although often seen as positive, may be constructed as [controlling interactions] that [delay or stifle the development of autonomous individuals]” (Cannella, 1986).
Faber and Mazlish (1995), bestselling authors on communicating effectively with children, argued that “children become very […] with praise that […] them. They [… … …]. Sometimes they’ll deliberately […] to prove you wrong”. Farson (1963) proposed that, with adults, “praise is not only of limited and questionable value as a motivator, but may in fact be experienced as […]”. Thus, the commonsense view that praise leads directly to [… … …] may be at least somewhat […]. (…) “In a prototypic study demonstrating the negative effects of rewards on ⭐️[… …], preschool children who were asked to draw with magic markers in order to obtain a reward subsequently showed less ⭐️[… …] for drawing than children who either received the same reward unexpectedly or neither expected nor received the reward (Lepper, Greene, Nisbett, 1973). Their engagement was [undermined], or […], by the unnecessarily powerful compensation, leading to [… …] in [… …]. Expected contingent praise may produce a similar ⭐️[… …], leading children to believe that their engagement was for the [… of … …] rather than for the [… … of the … …]”.
Faber and Mazlish (1995), bestselling authors on communicating effectively with children, argued that “children become very [uncomfortable] with praise that [evaluates] them. They [push it away]. Sometimes they’ll deliberately [misbehave] to prove you wrong”. Farson (1963) proposed that, with adults, “praise is not only of limited and questionable value as a motivator, but may in fact be experienced as [threatening]”. Thus, the commonsense view that praise leads directly to [overwhelmingly positive outcomes] may be at least somewhat [misguided]. (…) “In a prototypic study demonstrating the negative effects of rewards on ⭐️[intrinsic motivation], preschool children who were asked to draw with magic markers in order to obtain a reward subsequently showed less ⭐️[intrinsic motivation] for drawing than children who either received the same reward unexpectedly or neither expected nor received the reward. Their engagement was [undermined], or [overjustified], by the unnecessarily powerful compensation, leading to [subsequent decrements in intrinsic motivation]. Expected contingent praise may produce a similar ⭐️[overjustification effect], leading children to believe that their engagement was for the [sake of adult approval] rather than for the [sheer enjoyment of the activity itself]”.
Professor Dweck has primary research interests in […], […], and […]. She is well-known for her contribution to ⭐️[… …] of intelligence.
Professor Dweck has primary research interests in [motivation], [personality], and [development]. She is well-known for her contribution to ⭐️[implicit theories] of intelligence.
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
“Mindsets (or implicit theories of intelligence), as psychologists have studied them, are people’s ⭐️[… …] about the nature of human attributes, such as intelligence or personality. Some people hold a ⭐️[… …] (or an ⭐️[… …]) and believe that human attributes are simply [… …].
For example, they might believe that each person has a [… … of …] and cannot change that or that each person has a [… …] or [… …] and cannot do anything much to alter it. In contrast, other people hold a ⭐️[… …] (or an ⭐️[… …]).
For example, they may believe that all people, no matter who they are, can become substantially more […], say, through their […] and […], or that all people can take […] to develop their […] or [… …] over time.
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
“Mindsets (or implicit theories of intelligence), as psychologists have studied them, are people’s ⭐️[lay beliefs] about the nature of human attributes, such as intelligence or personality. Some people hold a ⭐️[fixed mindset] (or an ⭐️[entity theory]) and believe that human attributes are simply [fixed traits].
For example, they might believe that each person has a [fixed amount of intelligence] and cannot change that or that each person has a [certain personality] or [moral character] and cannot do anything much to alter it. In contrast, other people hold a ⭐️[growth mindset] (or an ⭐️[incremental theory]).
For example, they may believe that all people, no matter who they are, can become substantially more [intelligent], say, through their [effort] and [education], or that all people can take [steps] to develop their [personality] or [moral character] over time.
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
Much research has shown that when people hold a ⭐️[… …] about their own traits, such as their intelligence, they tend to [… …] for […] of showing themselves to be […] (e.g., Blackwell, et al., 2007; Robins and Pals, 2001).
They also tend to show less ⭐️[…] in the face of setbacks ; that is, they interpret the setbacks as implying a [… of …] and become […] or […]. In contrast, those who believe their qualities can be developed tend to [… … … …] and show ⭐️[…] in the face of setbacks.
Much research has shown that when people hold a ⭐️[fixed mindset] about their own traits, such as their intelligence, they tend to [avoid challenges] for [fear] of showing themselves to be [unintelligent].
They also tend to show less ⭐️[resilience] in the face of setbacks ; that is, they interpret the setbacks as implying a [lack of ability] and become [discouraged] or [defensive]. In contrast, those who believe their qualities can be developed tend to [seek challenging learning opportunities] and show ⭐️[resilience] in the face of setbacks.
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
Much Research has also shown that teaching a growth mindset to students can significantly […] their [… and …] during [… … …] (Aronson, Fried, and Good, 2002 ; Blackwell et al., 2007; Good et al., 2003) and that a growth mindset can help prevent [… …] from [… …] (Aronson et al., 2002; Good et al., 2012).
Research has also shown that teaching a growth mindset to students can significantly [boost] their [motivation and achievement] during [challenging academic transitions] and that a growth mindset can help prevent [negative stereotypes] from [undermining achievement].
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
People may also hold a fixed versus growth mindset about […]. When they hold a fixed mindset, they tend to form rapid ⭐️[…-… …] of others, both individuals (Molden, Plaks, and Dweck, 2006) and groups (Rydell, Hugenberg, Ray, and Mackie, 2007). Because they believe traits are fixed, once those with a fixed mindset have labeled an individual or stereotyped a group, they tend to [… …] that runs counter to their [… or …] (Plaks, et al., 2001).
People may also hold a fixed versus growth mindset about [others]. When they hold a fixed mindset, they tend to form rapid ⭐️[trait-based judgments] of others, both individuals and groups. Because they believe traits are fixed, once those with a fixed mindset have labeled an individual or stereotyped a group, they tend to [reject information] that runs counter to their [label or stereotype].
What Are Mindsets ? (Carole Dweck’s speaking, 2012) :
In contrast, those who hold a growth mindset tend to [understand people’s behavior] more in terms of […] and [… …] (e.g., […, …, …, …]) rather than in terms of […] (Molden, Plaks, Dweck, 2006 ; see also Chiu et al., 1997). They are thus less likely than those with a fixed mindset to [… …] to a person or group and more likely to […] their […] in the face of new information”.
In contrast, those who hold a growth mindset tend to [understand people’s behavior] more in terms of [situations] and [psychological processes] (e.g., [needs, beliefs, emotions, goals]) rather than in terms of [traits]. They are thus less likely than those with a fixed mindset to [affix labels] to a person or group and more likely to [update] their [impressions] in the face of new information”.
