I close by returning to human nature and considering how it is best conceptualized and studied. We identify a novel dimension of people's beliefs about intelligence: beliefs about the potential to become highly intelligent. Studies found that in U. American contexts, people tend to believe that only some people have the potential to become highly intelligent.
In contrast, in South Asian Indian contexts, people tend to believe that most people have the potential to become highly intelligent. To examine the implications of these beliefs, Studies measured and manipulated Americans' beliefs about the potential for intelligence and found that the belief that everyone can become highly intelligent predicted increased support for policies that distribute resources more equally across advantaged and disadvantaged social groups.
These findings suggest that the belief that only some people have the potential to become highly intelligent is a culturally shaped belief, and one that can lead people to oppose policies aimed at redressing social inequality. Prejudiced behavior is typically seen as emanating from prejudiced attitudes. Eight studies showed that majority-group members' beliefs about prejudice can create seemingly "prejudiced" behaviors above and beyond prejudice measured explicitly Study 1b and implicitly Study 2.
Those who believed prejudice was relatively fixed, rather than malleable, were less interested in interracial interactions Studies 1a-1d , race- or diversity-related activities Study 1a , and activities to reduce their prejudice Study 3.
They were also more uncomfortable in interracial, but not same-race, interactions Study 2. Study 4 manipulated beliefs about prejudice and found that a fixed belief, by heightening concerns about revealing prejudice to oneself and others, depressed interest in interracial interactions. Further, though Whites who were taught a fixed belief were more anxious and unfriendly in an interaction with a Black compared with a White individual, Whites who were taught a malleable belief were not Study 5.
Implications for reducing prejudice and improving intergroup relations are discussed. Can young children, forming expectations about the social world, capture differences among people without falling into the pitfalls of categorization? Categorization often leads to exaggerating differences between groups and minimizing differences within groups, resulting in stereotyping.
Using materials that children naturally group into categories Study 3 , the continuum framing prevented the signature pattern of categorization for similarity judgments Study 1 , inferences about behavior and deservingness Studies 2 and 5 , personal liking and play preferences Study 4 , and stable and internal attributions for behavior Study 6.
When children recognize people as members of continua, they may avoid stereotypes. Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task.
As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time.
Legal precedent establishes juvenile offenders as inherently less culpable than adult offenders and thus protects juveniles from the most severe of punishments. But how fragile might these protections be? In the present study, simply bringing to mind a Black vs. White juvenile offender led participants to view juveniles in general as significantly more similar to adults in their inherent culpability and to express more support for severe sentencing.
Indeed, these differences in participants' perceptions of this foundational legal precedent distinguishing between juveniles and adults accounted for their greater support for severe punishment. These results highlight the fragility of protections for juveniles when race is in play.
Furthermore, we suggest that this fragility may have broad implications for how juveniles are seen and treated in the criminal justice system. Sense of belonging to math-one's feelings of membership and acceptance in the math domain-was established as a new and an important factor in the representation gap between males and females in math. First, a new scale of sense of belonging to math was created and validated, and was found to predict unique variance in college students' intent to pursue math in the future Studies Second, in a longitudinal study of calculus students Study 3 , students' perceptions of 2 factors in their math environment-the message that math ability is a fixed trait and the stereotype that women have less of this ability than men-worked together to erode women's, but not men's, sense of belonging in math.
Their lowered sense of belonging, in turn, mediated women's desire to pursue math in the future and their math grades. Interestingly, the message that math ability could be acquired protected women from negative stereotypes, allowing them to maintain a high sense of belonging in math and the intention to pursue math in the future.
Gender-based stereotypes undermine females' performance on challenging math tests, but how do they influence their ability to learn from the errors they make? Females under stereotype threat or non-threat were presented with accuracy feedback after each problem on a GRE-like math test, followed by an optional interactive tutorial that provided step-wise problem-solving instruction.
Learning was defined as success in applying tutorial information to correction of initial test errors on a surprise retest h later. Under non-threat conditions, emotional responses to negative feedback did not curtail exploration of the tutor, and the amount of tutor exploration predicted learning success.
In the stereotype threat condition, however, greater initial salience of the failure FRN predicted less exploration of the tutor, and sustained attention to the negative feedback LPP predicted poor learning from what was explored.
Thus, under stereotype threat, emotional responses to negative feedback predicted both disengagement from learning and interference with learning attempts. We discuss the importance of emotion regulation in successful rebound from failure for stigmatized groups in stereotype-salient environments.
Drawing upon the literatures on beliefs about magical contagion and property transmission, we examined people's belief in a novel mechanism of human-to-human contagion, emotional residue. This is the lay belief that people's emotions leave traces in the physical environment, which can later influence others or be sensed by others. Studies demonstrated that Indians are more likely than Americans to endorse a lay theory of emotions as substances that move in and out of the body, and to claim that they can sense emotional residue.
However, when the belief in emotional residue is measured implicitly, both Indians and American believe to a similar extent that emotional residue influences the moods and behaviors of those who come into contact with it Studies Both Indians and Americans also believe that closer relationships and a larger number of people yield more detectable residue Study 8. Finally, Study 9 demonstrated that beliefs about emotional residue can influence people's behaviors. Together, these finding suggest that emotional residue is likely to be an intuitive concept, one that people in different cultures acquire even without explicit instruction.
Four studies showed that beliefs about whether groups have a malleable versus fixed nature affected intergroup attitudes and willingness to compromise for peace. Three randomized experiments found that subtle linguistic cues have the power to increase voting and related behavior.
The phrasing of survey items was varied to frame voting either as the enactment of a personal identity e. As predicted, the personal-identity phrasing significantly increased interest in registering to vote experiment 1 and, in two statewide elections in the United States, voter turnout as assessed by official state records experiments 2 and 3.
These results provide evidence that people are continually managing their self-concepts, seeking to assume or affirm valued personal identities. The results further demonstrate how this process can be channeled to motivate important socially relevant behavior. Why do some adolescents respond to interpersonal conflicts vengefully, whereas others seek more positive solutions?
Three studies investigated the role of implicit theories of personality in predicting violent or vengeful responses to peer conflicts among adolescents in Grades 9 and They showed that a greater belief that traits are fixed an entity theory predicted a stronger desire for revenge after a variety of recalled peer conflicts Study 1 and after a hypothetical conflict that specifically involved bullying Study 2.
Study 3 experimentally induced a belief in the potential for change an incremental theory , which resulted in a reduced desire to seek revenge. This effect was mediated by changes in bad-person attributions about the perpetrators, feelings of shame and hatred, and the belief that vengeful ideation is an effective emotion-regulation strategy. Together, the findings illuminate the social-cognitive processes underlying reactions to conflict and suggest potential avenues for reducing violent retaliation in adolescents.
Four studies document underestimations of the prevalence of others' negative emotions and suggest causes and correlates of these erroneous perceptions. In Study 1a, participants reported that their negative emotions were more private or hidden than were their positive emotions; in Study 1b, participants underestimated the peer prevalence of common negative, but not positive, experiences described in Study 1a.
In Study 2, people underestimated negative emotions and overestimated positive emotions even for well-known peers, and this effect was partially mediated by the degree to which those peers reported suppression of negative vs.
Study 3 showed that lower estimations of the prevalence of negative emotional experiences predicted greater loneliness and rumination and lower life satisfaction and that higher estimations for positive emotional experiences predicted lower life satisfaction.
Taken together, these studies suggest that people may think they are more alone in their emotional difficulties than they really are. Much recent research suggests that willpower--the capacity to exert self-control--is a limited resource that is depleted after exertion. We propose that whether depletion takes place or not depends on a person's belief about whether willpower is a limited resource.
Study 1 found that individual differences in lay theories about willpower moderate ego-depletion effects: People who viewed the capacity for self-control as not limited did not show diminished self-control after a depleting experience.
Study 2 replicated the effect, manipulating lay theories about willpower. Study 3 addressed questions about the mechanism underlying the effect. Study 4, a longitudinal field study, found that theories about willpower predict change in eating behavior, procrastination, and self-regulated goal striving in depleting circumstances.
Taken together, the findings suggest that reduced self-control after a depleting task or during demanding periods may reflect people's beliefs about the availability of willpower rather than true resource depletion. Despite the possible costs, confronting prejudice can have important benefits, ranging from the well-being of the target of prejudice to social change.
What, then, motivates targets of prejudice to confront people who express explicit bias? In three studies, we tested the hypothesis that targets who hold an incremental theory of personality i. In Study 1, targets' beliefs about the malleability of personality predicted whether they spontaneously confronted an individual who expressed bias. In Study 2, targets who held more of an incremental theory reported that they would be more likely to confront prejudice and less likely to withdraw from future interactions with an individual who expressed prejudice.
In Study 3, we manipulated implicit theories and replicated these findings. By highlighting the central role that implicit theories of personality play in targets' motivation to confront prejudice, this research has important implications for intergroup relations and social change. Three visual habituation studies using abstract animations tested the claim that infants' attachment behavior in the Strange Situation procedure corresponds to their expectations about caregiver-infant interactions.
Three unique patterns of expectations were revealed. Securely attached infants expected infants to seek comfort from caregivers and expected caregivers to provide comfort. Insecure-resistant infants not only expected infants to seek comfort from caregivers but also expected caregivers to withhold comfort. Insecure-avoidant infants expected infants to avoid seeking comfort from caregivers and expected caregivers to withhold comfort.
These data support Bowlby's original claims-that infants form internal working models of attachment that are expressed in infants' own behavior. Traditionally, researchers have conceptualized implicit theories as individual differences-lay theories that vary between people. This article, however, investigates the consequences of organization-level implicit theories of intelligence.
In five studies, the authors examine how an organization's fixed entity or malleable incremental theory of intelligence affects people's inferences about what is valued, their self- and social judgments, and their behavioral decisions.
In Studies 1 and 2, the authors find that people systematically shift their self-presentations when motivated to join an entity or incremental organization. People present their "smarts" to the entity environment and their "motivation" to the incremental environment.
In Studies 3a and 4, they show downstream consequences of these inferences for participants' self-concepts and their hiring decisions.
In Study 3b, they demonstrate that the effects are not due to simple priming. The implications for understanding how environments shape cognition and behavior and, more generally, for implicit theories research are discussed. How people maintain and repair their self-esteem has been a topic of widespread interest. In this article, the authors ask, What determines whether people will use direct, remedial actions, or defensive actions?
In three studies, they tested the hypothesis that a belief in fixed intelligence entity theory would produce defensiveness, whereas a belief in improvable intelligence incremental theory would foster remediation. In each study, participants assigned to the entity condition opted for defensive self-esteem repair downward comparison in Studies 1 and 3; a tutorial on already mastered material in Study 2 , but those in the incremental condition opted for self-improvement upward comparison in Studies 1 and 3; a tutorial on unmastered material in Study 2.
Experiment 3 also linked these strategies to self-esteem repair; remedial strategies were the most effective in recovering lost self-esteem for those in the incremental condition, whereas defensive strategies were most effective for those in the entity condition. For millennia, human beings have believed that it is morally wrong to judge others by the fortuitous or unfortunate events that befall them or by the actions of another person. Rather, an individual's own intended, deliberate actions should be the basis of his or her evaluation, reward, and punishment.
In a series of studies, the authors investigated whether such rules guide the judgments of children. The first 3 studies demonstrated that children view lucky others as more likely than unlucky others to perform intentional good actions. Children similarly assess the siblings of lucky others as more likely to perform intentional good actions than the siblings of unlucky others.
The next 3 studies demonstrated that children as young as 3 years believe that lucky people are nicer than unlucky people. The final 2 studies found that Japanese children also demonstrate a robust preference for the lucky and their associates.
Score: 3. A practical implementation of growth mindset theories is to understand which learning behaviours are the most effective; resilience, self-motivation and determination are key learning behaviours that, when developed well in a child, will support a lifetime of learning. Primary children who are independent learners and who want to improve their own learning will naturally make better progress. But independent learning has to be modelled, encouraged and resources need to be put in place to promote it.
Nikki Willis presents a tried-and-tested framework that is easily transferable on how to develop growth mindset in the primary classroom, while ensuring that independent learners are developed with healthy learning attitudes. Growth Mindset: A Practical Guide is an invaluable guide filled with effective suggestions on how to create a growth mindset culture over time which will enhance the work already being done in primary schools. In doing so, a growth mindset culture will mean that primary learners will be eager to learn and want to achieve for themselves.
Summary Mindset Author : Sir. Dweck about human thoughts, and how these thoughts can greatly influence the way we live our everyday lives. This book is written in the form of a self-help book, so readers will find many interesting and educational tidbits of advice on how to live the best life possible. What is really interesting and worth admiring about this book is that Dweck did a tremendous amount of work before she wrote her book. Based on many observations during many years of research, the author developed something called a "mindset" of how different humans perceive different things in different ways and thus live differently.
The author recognized that, based on her observations, there are two distinct, radically different mindsets; however, both of these separate mindsets can be connected with some success. Truly interesting literature to read and to study, Mindset: The New Psychology Today is a book that is here to open new horizons. The book itself is never boring or dull. On the contrary, it will take a reader on a journey that will teach him something new and valuable to lead him toward a better life. There is a special approach of this achievement; this is the acknowledging of the mindset.
Either a fixed or a growth mindset, it is important to understand the difference this capability brings in people. And this book discusses just this.
Mindset will offer you some insight of the right mindset to approach and, therefore, to achieve your goals. Experiencing rejection is painful for an adult, but imagine how it feels to a child. Children experience rejection daily in schools.
Starting in grade school, some kids are victimized, attacked, or ridiculed. Sometimes the authorities decide that the victims rather than the bullies are the problem. The boys who shot classmates at Columbine High School in had been bullied for years. Bullying is suspected to have played a role in other mass shootings as well.
Bullying in school is about powerful kids judging vulnerable kids as less worthy or less valuable human beings. Once they identify victims, bullies torment them constantly. Judging and humiliating others gives bullies a rush, as well as social status and power: others may look up to them or at least fear them.
Parents want to help their kids to succeed in school and life, yet their comments, actions and attempts to be helpful often send the wrong message. Words and actions from adults tell young children, students, and athletes what to think about themselves.
Or they can convey a growth-oriented message that children and all people are continually developing and adults are committed to helping them in this process. Children are extremely sensitive to these messages. Children with fixed mindsets hear judgment from their parents — it feels as though their abilities are always being measured.
Here are the responses from both the fixed-minded and growth-oriented kids. Question 1 : Imagine that your parents are happy when you get a good grade. Why would they be happy? To be constructive, criticism must help a child fix something or do something better. Think of a time recently when your child made a mistake. How did you react? What did you say? Your mindset guides how you interpret things.
A fixed mindset sets up a mental monologue focused on judging — you feel judged and you judge others. This chapter is about changing from a judging monologue to a growth-oriented one — a mindset based on a belief in change and development.
Often, just learning about the two mindsets and how they affect you can prompt change. However, completely changing is hard. Dweck Book Rating by Shortform Readers: 4. This is a preview of the Shortform book summary of guide to Mindset by Carol S. Perfection Versus Learning For people with fixed mindsets, perfection is essential. Tennis player John McEnroe is an example of both an entitled Want to learn the rest of Mindset in 21 minutes?
Want to learn the ideas of Mindset better than ever? Cutting out the fluff: you don't spend your time wondering what the author's point is. Respecting your time: we don't waste your time and we make every word count. Interactive exercises: apply the book's ideas to your own life with our educators' guidance. Mindset Summary Mindset Guide Chapter 1: Two Mindsets Although you may not be conscious of them, you have powerful beliefs that affect what you want and whether you get it.
Nature vs. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own. Carol S. A great book is one whose advice you follow. This is a book that can change your life, as its ideas have changed mine.
Start earning points for buying books! Book Gifts for Everyone on Your List. Add to Bookshelf. Read An Excerpt. Dweck By Carol S. Dec 26, ISBN Add to Cart. Buy from Other Retailers:. Feb 28, ISBN Audiobook Download. Paperback —. Add to Cart Add to Cart. Listen to a sample from Mindset. About Carol S. Dweck Carol S.
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