The difference between "recognition" and "encourage" has such a big impact on children.
- Categories:Education method
- Author:
- Origin:
- Time of issue:2019-06-05 16:10
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(Summary description)Dearchild,nooneinthisworldlovesyoumorethanIdo!StanfordUniversity'sfamousdevelopmentpsychologistCarolDewijkhasbeenworkingwithherteamoverthepast10yearstorecognizetheimpactonchildren.Theyhavedonelong-termresearchon400fifth-gradestudentsin20schoolsinNewYork.Theresultsofthisstudyshockedtheacademiccommunity.Intheexperiment,theyletthechildrencompleteaseriesofpuzzletasksindependently.First,theresearchersonlycalledachildfromtheclassroomeachtimetoconductthefirstroundofIQtests.Thetesttopicisaverysimplepuzzle,andalmostallchildrencandotheirjobquitewell.Aftereachchildcompletesthetest,theresearcherwilltellhimthescoreandattachawordofencouragementorpraise.Theresearchersrandomlydividedthechildrenintotwogroups.ThegroupgotacomplimentaboutIQ,whichispraise.Forexample,"Youareverytalentedinpuzzles,youareverysmart."Anothergroupofchildrengetacomplimentabouthardwork,thatis,encouragement,forexample,"Youmusthaveworkedveryhard,soyouperformedverywell."Whydoyouonlygiveacompliment?Dewijkexplained:"Wewanttoseehowsensitivethechildistopraiseorencouragement.Ihadaninstinctatthetime:acomplimentisenoughtoseetheeffect."Subsequently,thechildrenparticipatedinthesecondroundofpuzzletesting.Therearetwodifferentlevelsofdifficultytotest,andtheyarefreetochoosewhichtesttotake.Oneisharder,butnewknowledgeislearnedduringthetestingprocess.Theotherisasimpletestsimilartothepreviousone.Itturnedoutthat90%ofthechildrenwhowerepraisedfortheireffortsinthefirstroundchosedifficulttasks.Mostofthechildrenwhoarepraisedfortheirintelligencechoosesimpletasks.Itcanbeseenthatchildrenwhothinktheyaresmartdonotliketofacechallenges.Whyisthisso?Intheresearchreport,Dewijkwrote:"Whenwepraisechildren,wearetellingthemthatinordertostaysmart,don'ttakerisksthatmaymakemistakes."Thisiswhatthe"smart"childrenintheexperimentdid.:Inordertokeeplookingsmart,avoidtheriskofugliness.Thenathirdroundoftestingwasconducted.Thistime,allchildrenparticipatedinthesametestandhadnochoice.Thistestisverydifficult,itisthefirstleveloftheexamquestions.Itisconceivablethatthechildrenhavefailed.Childrenwhohadpreviouslyreceiveddifferentcomplimentshadahugedifferenceintheirresponsetofailure.Childrenwhohavebeenpraisedfortheireffortshaveconsideredfailurebecausetheyarenotworkinghardenough.Dewijkrecalled:"Thesechildrenareveryinvolvedinthetestandtrytosolvetheprobleminvariousways.Severalchildrenhavetoldme:'Thisismyfavoritequiz.'"AndthosewhoarepraisedandsmartIbelievethatfailureisbecausetheyarenotsmartenough.Theyhavebeennervousduringthetest,scratchingtheirheadsandfeelingfrustrated.Inthethirdroundoftesting,theDweckteamdeliberatelyletthechildrensuffersetbacks.Next,theygavethechildrenafourthroundoftests,whichwasassimpleasthefirstround.Thechildrenwhowerepraisedfortheireffortsscoredabout30%higherthanthefirsttimeinthistest.Andthosewhoarepraisedandsmart,thistimescoredabout20%comparedwiththefirsttime.Dewijkhasalwayssuspectedthatpraisedoesnotnecessarilyhaveagoodeffectonchildren,buttheresultsofthisexperimentarestillfarbeyondherexpectations.Sheexplained:“Encourage,thatis,praisethechild’shardwork,willgivethechildafeelingthathecancontrolhimself.Thechildwillthinkthatsuccessornotisintheirownhands.Conversely,praise,thatis,praisethechild’sintelligence,istotellthemthatsuccessisnotintheirownhands.Inthisway,whentheyfacefailure,theyareoftenhelpless."Inafollow-upinterviewwiththechildren,Dweckfoundthatchildrenwhobelievethattalentisthekeytosuccessunconsciouslyvaluetheimportanceoftheirefforts.Thesechildrenwillreasonlikethis:Iamverysmart,soIdon'thavetoworkhard.Theyeventhinkthatstrivingisstupid,anditisequaltoacknowledgingthattheyarenotsmartenough.Dwijk'sexperimentwasrepeatedmanytimes.Shefoundthatnomatterwhatfamilybackgroundthechildhas,shecan'tstandthefrustrationofbeingfrustratedafterbeingpraisedandclever.Boysandgirlsarethesame,especiallygirlswithgoodgrades,whosufferthemost.Evenpreschoolersarethesame,andsuchpraisewillharmthem.Encouragementreferstoencouragementandsupport,andpraisereferstotheprominenceandpublicityofathingorconduct.Encourageisusuallydirectedattheprocessandattitude."Dadseesyoureffortsinthissemesterandisproudofyou!"Thepraiseisusuallyforresultsandresults."Dadseesyourgradesimproveandishappyforyou!"Moreencouragement,lesspraise;moredescriptions,lessevaluation,canavoidchildrenbeingkidnappedbypraise,orcannotaffordtolose,nottoachievethepurpose.
The difference between "recognition" and "encourage" has such a big impact on children.
(Summary description)Dearchild,nooneinthisworldlovesyoumorethanIdo!StanfordUniversity'sfamousdevelopmentpsychologistCarolDewijkhasbeenworkingwithherteamoverthepast10yearstorecognizetheimpactonchildren.Theyhavedonelong-termresearchon400fifth-gradestudentsin20schoolsinNewYork.Theresultsofthisstudyshockedtheacademiccommunity.Intheexperiment,theyletthechildrencompleteaseriesofpuzzletasksindependently.First,theresearchersonlycalledachildfromtheclassroomeachtimetoconductthefirstroundofIQtests.Thetesttopicisaverysimplepuzzle,andalmostallchildrencandotheirjobquitewell.Aftereachchildcompletesthetest,theresearcherwilltellhimthescoreandattachawordofencouragementorpraise.Theresearchersrandomlydividedthechildrenintotwogroups.ThegroupgotacomplimentaboutIQ,whichispraise.Forexample,"Youareverytalentedinpuzzles,youareverysmart."Anothergroupofchildrengetacomplimentabouthardwork,thatis,encouragement,forexample,"Youmusthaveworkedveryhard,soyouperformedverywell."Whydoyouonlygiveacompliment?Dewijkexplained:"Wewanttoseehowsensitivethechildistopraiseorencouragement.Ihadaninstinctatthetime:acomplimentisenoughtoseetheeffect."Subsequently,thechildrenparticipatedinthesecondroundofpuzzletesting.Therearetwodifferentlevelsofdifficultytotest,andtheyarefreetochoosewhichtesttotake.Oneisharder,butnewknowledgeislearnedduringthetestingprocess.Theotherisasimpletestsimilartothepreviousone.Itturnedoutthat90%ofthechildrenwhowerepraisedfortheireffortsinthefirstroundchosedifficulttasks.Mostofthechildrenwhoarepraisedfortheirintelligencechoosesimpletasks.Itcanbeseenthatchildrenwhothinktheyaresmartdonotliketofacechallenges.Whyisthisso?Intheresearchreport,Dewijkwrote:"Whenwepraisechildren,wearetellingthemthatinordertostaysmart,don'ttakerisksthatmaymakemistakes."Thisiswhatthe"smart"childrenintheexperimentdid.:Inordertokeeplookingsmart,avoidtheriskofugliness.Thenathirdroundoftestingwasconducted.Thistime,allchildrenparticipatedinthesametestandhadnochoice.Thistestisverydifficult,itisthefirstleveloftheexamquestions.Itisconceivablethatthechildrenhavefailed.Childrenwhohadpreviouslyreceiveddifferentcomplimentshadahugedifferenceintheirresponsetofailure.Childrenwhohavebeenpraisedfortheireffortshaveconsideredfailurebecausetheyarenotworkinghardenough.Dewijkrecalled:"Thesechildrenareveryinvolvedinthetestandtrytosolvetheprobleminvariousways.Severalchildrenhavetoldme:'Thisismyfavoritequiz.'"AndthosewhoarepraisedandsmartIbelievethatfailureisbecausetheyarenotsmartenough.Theyhavebeennervousduringthetest,scratchingtheirheadsandfeelingfrustrated.Inthethirdroundoftesting,theDweckteamdeliberatelyletthechildrensuffersetbacks.Next,theygavethechildrenafourthroundoftests,whichwasassimpleasthefirstround.Thechildrenwhowerepraisedfortheireffortsscoredabout30%higherthanthefirsttimeinthistest.Andthosewhoarepraisedandsmart,thistimescoredabout20%comparedwiththefirsttime.Dewijkhasalwayssuspectedthatpraisedoesnotnecessarilyhaveagoodeffectonchildren,buttheresultsofthisexperimentarestillfarbeyondherexpectations.Sheexplained:“Encourage,thatis,praisethechild’shardwork,willgivethechildafeelingthathecancontrolhimself.Thechildwillthinkthatsuccessornotisintheirownhands.Conversely,praise,thatis,praisethechild’sintelligence,istotellthemthatsuccessisnotintheirownhands.Inthisway,whentheyfacefailure,theyareoftenhelpless."Inafollow-upinterviewwiththechildren,Dweckfoundthatchildrenwhobelievethattalentisthekeytosuccessunconsciouslyvaluetheimportanceoftheirefforts.Thesechildrenwillreasonlikethis:Iamverysmart,soIdon'thavetoworkhard.Theyeventhinkthatstrivingisstupid,anditisequaltoacknowledgingthattheyarenotsmartenough.Dwijk'sexperimentwasrepeatedmanytimes.Shefoundthatnomatterwhatfamilybackgroundthechildhas,shecan'tstandthefrustrationofbeingfrustratedafterbeingpraisedandclever.Boysandgirlsarethesame,especiallygirlswithgoodgrades,whosufferthemost.Evenpreschoolersarethesame,andsuchpraisewillharmthem.Encouragementreferstoencouragementandsupport,andpraisereferstotheprominenceandpublicityofathingorconduct.Encourageisusuallydirectedattheprocessandattitude."Dadseesyoureffortsinthissemesterandisproudofyou!"Thepraiseisusuallyforresultsandresults."Dadseesyourgradesimproveandishappyforyou!"Moreencouragement,lesspraise;moredescriptions,lessevaluation,canavoidchildrenbeingkidnappedbypraise,orcannotaffordtolose,nottoachievethepurpose.
- Categories:Education method
- Author:
- Origin:
- Time of issue:2019-06-05 16:10
- Views:
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