Feb 17 Flashcards
entity theory
theory of intelligence
posits that intelligence is a FIXED, UNCHANGEABLE quality
incremental theory
theory of intelligence
posits that intelligence is a MALLEABLE QUALITY that can CHANGE throughout a person’s lifetime
applies to vast domains & specific abilities
ie. math ability, verbal skill, athletic talent
now entity and incremental theory are more commonly referred to as…
fixed vs growth mindsets
why do some people shy away from challenge while others embrace it and thrive in the face of failure?
question asked by Carol Dweck
fixed and growth mindsets involve very different _____
stakes
stakes involved in growth mindset
this [exam/performance/competition/social interaction] is a piece of feedback on my progress
if I don’t do well, I’ll re-evaluate my strategies and put in more effort
because ability is something that’s developed through effort, strategy and help from others, I can always improve
stakes involved in fixed mindset
this [exam/performance/competition/social interaction] is an evaluation of who I am as a person
if I don’t do well, I’m a talentless loser
and because ability doesn’t change, once a loser always a loser (despite any disconfirming feedback I may get later)
which mindset sets people up for imposter syndrome?
fixed mindset
even if you do well and you have evidence that you’re skilled/smart, may feel it was by a fluke and that you don’t deserve what you’ve attained
negative feedback is tough and very salient - calls your entire ability into equation
whole sense of self worth is tied to how you do in every performance situation
asked people “when do you feel smart” - fixed mindset answers
“when I don’t make any mistakes”
“when I finish something fast and it’s perfect”
“when something is easy for me, but other people can’t do it”
(comparison, performance, innate)
asked people “when do you feel smart” - growth mindset answers
“when it’s really hard, and I try really hard, and I can do something I couldn’t do before”
“when I work on something a long time and I start to figure it out”
(effort, progress)
interpretation of effort in fixed mindset individuals
effort is evidence that they’re not smart and not capable
therefore, EFFORT is something to AVOID
interpretation of effort in growth mindset individuals
effort is essential for learning and improvement
therefore, EFFORT is HIGHLY DESIRABLE
achievement goals explain _____ people strive for success
WHY
2 main types of achievement goals
- mastery
- performance
mastery goals
focus on LEARNING, IMPROVING SKILLS, PERSONAL PROGRESS
ie. “I want to be better today than I was yesterday”
associated with a growth mindset
performance goals
focus on PROVING ABILITY and EXTERNAL VALIDATION
ie. “I want to prove how smart I am to others”
associated with a fixed mindset
which type of achievement goal is associated with better achievement-related outcomes?
mastery goals
types of tasks preferred by individuals with mastery goals
challenging, learning-focused tasks
derive motivation from hard things
these people like to stretch themselves
types of tasks preferred by individuals with performance goals
easy, performance-based tasks
being challenged and learning are rejected in favour of seeming smart
performance goal-driven individuals: being challenged and learning are rejected in favour off…
seeming smart
(leads to less learning and less trying new things)
after setbacks, performance goals can lead to…
helplessness and discouragement
especially when individuals already doubt their abilities
learning goals focus on _______ and ________ and foster
focus on GROWTH and UNDERSTANDING
foster RESILIENCE, PERSISTENCE, IMPROVED PERFORMANCE even in the face of challenges
longitudinal study of chem students at Columbia uni
(smart kids in a notoriously hard course with high stakes)
MASTERY-oriented goals predicted:
- higher intrinsic motivation
- grade improvement
- overall success
- better test performance mediated by deeper engagement with course material
PERFORMANCE-oriented goals predicted:
- deterioration in course performance after setbacks
how might a fixed mindset undermine performance following setbacks?
individuals with fixed mindset less likely to TAKE ACTION to REMEDY performance
a) f you believe ability is fixed, why bother trying?
b) further, by trying to improve, your risk further failure
3 research examples - relative to those with a growth mindset, individuals with a fixed mindset…
- were less interested in taking remedial English classes after doing poorly on a proficiency test
- preferred reviewing material for units they had aced rather than material for units they had failed
- 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
post-negative feedback strategies taken by fixed- and growth-oriented individuals appear to be ________ attempts of repairing WHAT?
DIFFERENT attempts of REPAIRING STATE SELF-ESTEEM
post-negative feedback strategies taken by fixed-mindset individuals
the LARGER the DROP in self esteem, the LOWER the social comparison target chosen
post-negative feedback strategies taken by growth-mindset individuals
the LARGER the DROP in self-esteem, the HIGHER the social comparison target chosen
self-handicapping
PROTECTING one’s self image by engaging in SELF-DEFEATING BEHAVIOURS that provide an EXCUSE for later failure
self-handicapping is associated with what type of mindset?
fixed mindset
across different domains like sports and education
destiny beliefs
people are either compatible or they are not
growth beliefs
relationship challenges can be overcome
who are initially happier in their relationships?
people with destiny beliefs
but they’re especially sensitive to signs that their relationship “isn’t meant to be”
destiny beliefs: when faced with conflict, what happens?
satisfaction declines
and they’re more likely to DISENGAGE from the relationship
in the face of conflict, people with growth beliefs…
are CONSTRUCTIVE, RESILIENT, COMMITTED
try to maintain the relationship when there’s a problem
have LONGER LASTING relationships
___% of parents believe that praising child’s ability (intelligence) is beneficial
85%
is it beneficial?
study GROUPS: 10-12 yo children performing test of problem solving
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”
study PROCEDURE: 10-12 yo children performing test of problem solving
- first set of problems & experimental manipulation (ability vs effort praise)
- goal choice
- second set of problems and failure feedback
- third set of problems
GOAL CHOICE: 10-12 yo children performing test of problem solving
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
second problem set and failure feedback: 10-12 yo children performing test of problem solving
(after goal choice, they were given second set of problems and told they did badly)
- children previously praised for ability ATTRIBUTED FAILURE to LACK OF ABILITY
- children previously praised for effort ATTRIBUTED FAILURE to LACK OF EFFORT
- children praised for ABILITY reported LESS DESIRE TO PERSIST and LESS ENJOYMENT
third set of problems: 10-12 yo children performing test of problem solving
- children in ABILITY PRAISE condition DECLINED in performance
- children in EFFORT PRAISE condition IMPROVED
ADDITIONAL FINDINGS: 10-12 yo children performing test of problem solving
children in ability praise condition:
- less likely to SEEK OUT INFO on useful strategies (prefer instead to see where they stand COMPARED to others)
- more likely to MISREPRESENT their SCORES to others
- more likely to express a FIXED MINDSET re: intelligence
does mindset theory argue there are no innate differences in ability?
nope!
rather, they argue that EFFORT, PROPER APPLICATION OF STRATEGY, and GOOD MENTORSHIP is essential for the development of one’s full potential
mindset theory argues that what ingredients are necessary for developing one’s true potential?
- effort
- proper application of strategy
- good mentorship
mindset theory: ______ is possible regardless of …
GROWTH is possible regardless of WHERE YOU START
mindset theory: can abilities lay dormant or stagnate?
yes. without proper application, they can lay dormant or stagnate
drawing example: mindset theory
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!
absolute pitch: mindset theory
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!)
mindset intervention: study of low-performing 7th grade students SETUP
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
study of low-performing 7th grade students: EXPERIMENTAL GROUP WAS TOLD…
“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
mindset intervention: study of low-performing 7th grade students RESULTS
- students in experimental group ENDORSED INCREMENTAL theory of intelligence more strongly after participating in the workshops (no change in control group)
- 27% of students in experimental group SPONTANEOUSLY CITED THEIR TEACHER by showing positive change (only 9% in control group)
- DECLINE IN GRADES REVERSED IN EXPERIMENTAL GROUP
mindset intervention: study of low-performing 7th grade students TAKEAWAY
students taught about the malleability of intelligence/the brain BOTH ENDORSED GROWTH MINDSET and actually PERFORMED BETTER
study of low-performing 7th grade students: SUBSEQUENT REPLICATIONS
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
recent meta-analysis of 43 studies found no effect of the 7th grade mindset intervention, buttttt….
there’s some evidence to suggest that
- academically high risk
- economically disadvantaged
students may benefit from the intervention
Dweck has pushed back against mixed evidence of mindset intervention studies, stating that…
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.
cultivating a growth mindset isn’t about telling students they can…
do anything
it also requires giving them SKILLS, TOOLS, STRATEGIES to improve
ie. skill specific exercises and techniques
ie. if-then implementation plans
Dweck suggests that maybe the reason for the lack of replications is…
is that these studies don’t teach kids how to effectively grow
no implementation plan teaching, no teaching of the correct strategies etc
mindset theory: there may be a disconnect between…
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)
mindset theory: when might interventions backfire?
if students see themselves as in “need of help”
national study of learning mindsets background
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
national study of learning mindsets experimental condition
- emphasis on MALLEABILITY of the brain
- promoting INTERNALIZATION of messages through personal reflection and writing messages to another student
- EFFORT ALONE ISN’T ENOUGH - emphasized importance of STRATEGY
national study of learning mindsets results
- REDUCED prevalence of FIXED beliefs
- 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)
- some evidence that intervention more effective when BEHAVIOURAL NORM among PEERS supported growth mindset beliefs and challenge-seeking
do we hold only either fixed or growth beliefs?
no, generally we hold a MIXTURE of both
some are just more accessible/strong
certain SITUATIONS and ENVIRONMENTAL CUES may “trigger” a fixed mindset
certain ________ and ________ ____ trigger fixed mindsets
environments
environmental cues
^ perhaps we could leverage IF-THEN IMPLEMENTATION PLANS for this as well
criticism of mindset theory
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
criticism of mindset theory: prof’s 2 cents
probably aren’t making students feel bad about things that aren’t under their control
BUT…
- we should TEMPER our CLAIMS and EXPECTATIONS
- need to EXPERIENCE progress - through small, achievable progressive goals
