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The difference between "recognition" and "encourage" has such a big impact on children.

The difference between "recognition" and "encourage" has such a big impact on children.

  • Categories:Education method
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  • 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:
Information
Dear child, no one in this world loves you more than I do!
Stanford University's famous development psychologist Carol Dewijk has been working with her team over the past 10 years to recognize the impact on children.
They have done long-term research on 400 fifth-grade students in 20 schools in New York. The results of this study shocked the academic community.
In the experiment, they let the children complete a series of puzzle tasks independently.
First, the researchers only called a child from the classroom each time to conduct the first round of IQ tests.
The test topic is a very simple puzzle, and almost all children can do their job quite well. After each child completes the test, the researcher will tell him the score and attach a word of encouragement or praise.
The researchers randomly divided the children into two groups. The group got a compliment about IQ, which is praise. For example, "You are very talented in puzzles, you are very smart."
Another group of children get a compliment about hard work, that is, encouragement, for example, "You must have worked very hard, so you performed very well."
Why do you only give a compliment? Dewijk explained: "We want to see how sensitive the child is to praise or encouragement. I had an instinct at the time: a compliment is enough to see the effect."
Subsequently, the children participated in the second round of puzzle testing.
There are two different levels of difficulty to test, and they are free to choose which test to take. One is harder, but new knowledge is learned during the testing process. The other is a simple test similar to the previous one.
It turned out that 90% of the children who were praised for their efforts in the first round chose difficult tasks.
Most of the children who are praised for their intelligence choose simple tasks. It can be seen that children who think they are smart do not like to face challenges.
Why is this so?
In the research report, Dewijk wrote: "When we praise children, we are telling them that in order to stay smart, don't take risks that may make mistakes." This is what the "smart" children in the experiment did. : In order to keep looking smart, avoid the risk of ugliness.
Then a third round of testing was conducted.
This time, all children participated in the same test and had no choice. This test is very difficult, it is the first level of the exam questions. It is conceivable that the children have failed. Children who had previously received different compliments had a huge difference in their response to failure.
Children who have been praised for their efforts have considered failure because they are not working hard enough.
Dewijk recalled: "These children are very involved in the test and try to solve the problem in various ways. Several children have told me: 'This is my favorite quiz.'" And those who are praised and smart I believe that failure is because they are not smart enough.
They have been nervous during the test, scratching their heads and feeling frustrated.
In the third round of testing, the Dweck team deliberately let the children suffer setbacks. Next, they gave the children a fourth round of tests, which was as simple as the first round.
The children who were praised for their efforts scored about 30% higher than the first time in this test. And those who are praised and smart, this time scored about 20% compared with the first time.
Dewijk has always suspected that praise does not necessarily have a good effect on children, but the results of this experiment are still far beyond her expectations.
She explained:
“Encourage, that is, praise the child’s hard work, will give the child a feeling that he can control himself. The child will think that success or not is in their own hands. Conversely, praise, that is, praise the child’s intelligence, is to tell them that success is not in their own hands. In this way, when they face failure, they are often helpless."
In a follow-up interview with the children, Dweck found that children who believe that talent is the key to success unconsciously value the importance of their efforts.
These children will reason like this: I am very smart, so I don't have to work hard. They even think that striving is stupid, and it is equal to acknowledging that they are not smart enough.
Dwijk's experiment was repeated many times. She found that no matter what family background the child has, she can't stand the frustration of being frustrated after being praised and clever.
Boys and girls are the same, especially girls with good grades, who suffer the most. Even preschoolers are the same, and such praise will harm them.
Encouragement refers to encouragement and support, and praise refers to the prominence and publicity of a thing or conduct.
Encourage is usually directed at the process and attitude. "Dad sees your efforts in this semester and is proud of you!" The praise is usually for results and results. "Dad sees your grades improve and is happy for you!"
More encouragement, less praise; more descriptions, less evaluation, can avoid children being kidnapped by praise, or can not afford to lose, not to achieve the purpose.

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