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Additional info for [Magazine] Scientific American Mind. Vol. 18. No 6
C o m SCIENTIFIC AMERICAN MIND COPYRIGHT 2007 SCIENTIFIC AMERICAN, INC. 37 ligence or ability— along with confidence in that ability— is a recipe for success. In fact, however, more than 30 years of scientifi c investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings. The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted.
Hoffman. Cambridge University Press, 2006. Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention. Lisa S. Blackwell, Kali H. Trzesniewski and Carol S. Dweck in Child Development, Vol. 78, No. 1, pages 246–263; January/February 2007. Subtle Linguistic Cues Affect Children’s Motivation. A. -M. C. Arce, E. M. Markman and C. S. Dweck in Psychological Science, Vol. 18, No. 4, pages 314–316; April 2007. w w w. S c i A m M i n d .
C o m SCIENTIFIC AMERICAN MIND COPYRIGHT 2007 SCIENTIFIC AMERICAN, INC. 41 stance, talking about math geniuses who were more or less born that way puts students in a fi xed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills engenders a growth mindset, our studies have shown. People also communicate mind-sets through praise [see box on page 40]. Although many, if not most, parents believe that they should build up a child by telling him or her how brilliant and talented he or she is, our research suggests that this is misguided.