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What is the true meaning of intelligence
How culture influences cultural intelligence
What is the true meaning of intelligence
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Move 3: Instead of determining intelligence as a process of learning and building upon past experiences to deal with strenuous situations, intelligence’s definition requires the addition of the effects of the confidently boundless mindset of an individual. Carol Dweck, a Stanford University Professor of Psychology, represented, through an examined study, that young individuals who prefer and hold a positive growth mindset, regardless of their family’s income, became much more successful academically in her article “The Remarkable Reach of Growth and Mind-Sets.” In her study, Dweck discovered that in every level of income, children who retained a positive growth mindset also experienced more success in academics compared to children who retained …show more content…
David Glenn concurred the values of Carol Dweck when he proclaims that Dweck views the praising of children from their parents as problematic because it usually provokes a fixed mindset into the child which, in turn, can weaken the child’s intelligence and success academically in his article titled “Carol Dweck's Mindset.” Glenn declares that praise towards a child could have a negative action and that an individual's fixed mindset towards a belief in their intelligence could have a very negative long term effect on an individual when he presents Dweck’s views as she discerned that, “When young people's sense of self-worth is bound up in the idea that they are smart--a quality they come to understand as a genetic blessing from the sky--at least three bad things can happen” (Glenn David, “Carol Dweck’s Mindset”). Dweck’s view, characterized by Glenn, demonstrates that individuals who believe in intelligence as a genetic quality will face issues such as students becoming lazy and students not putting effort into their work because they find fault in the assessment of their intelligence, thus leading an individual to disengage in arduous tasks while also instilling a sense of perfectionism. This exemplifies how individuals with fixed mindsets believe that their intelligence exists as an inherited characteristic which causes the individual to suffer through many barriers that prevent the strengthening of their intelligence. David Glenn also asserted Dweck’s claim about how individuals of society view intelligence as an innate characteristic due to parents praising their children in the article “Carol Dweck’s Mindset.” David Glenn asserted Dweck’s claim about how society views instinct as an inherited trait as he proclaims how Dweck believed that words heard by children such as “Smart girl!’’ or “You’re
In Carol Dweck’s article titled, “Brainology” Dweck discusses the different mindsets that students have about intelligence. Some where taught that each person had a set amount of intelligence, while others were trained that intelligence is something they could develop and increase over time. in Dweck’s article she writes, “ It is a belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constrictive, determined reactions to setbacks” (Dweck pg. 2). Dweck is talking about a growth mind-set in which is how students perceive the growth of knowledge and that no one person is born with a certain amount of intelligence, it too can be trained and developed over time. By introducing Dweck’s ideas of a growth mind-set to students, students will enjoy learning and be less devastated by setbacks, because they know they can develop intelligence. Dweck also writes that students with a growth mind-set, “believe that intelligence is something that can be cultivated through effort and education. They
Commending students effort encourages them to challenge themselves. Some may argue that complimenting children for their intelligence has the same
Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
Dwecks growth mindset has been effective but there is work to be done. Dweck conducted a study and the results were astonishing. Dweck states, “Although both groups had started seventh grade with equivalent achievement test scores a growth mindset quickly propelled students ahead of their fixed mindset peer gap increased over a two year study” (2). Students who developed a growth mindset developed a long-term learning method this mindset will persist towards their transition to adulthood; they will expand their learning. Students with a growth mindset will be encouraged and persistent in their academic performance and would not be easily discouraged. Dweck states “before teachers were aware of these mindset existed would single out students in the growth mindset group as showing clear changes in their motivation”(5). Students develop a growth mindset, they should
In “The Matthew Effect”, Canadian journalist and author Malcolm Gladwell claims that circumstances determine who is and isn’t successful. In “Mind-sets and Equitable Education”, Stanford psychology professor Carol Dweck argues that those with growth mindsets are more eligible to obtain and experience success than those with fixed mindsets. Although these texts may seem to contradict one another, they are actually similar in many ways.Gladwell’s and Dweck’s texts may differ in the sense that one regards to the circumstances leading to success, meanwhile the other claims that believing in oneself can lead to success, but are quite similar due to the fact that circumstances could help motivate and encourage one to accomplish their goals.
After reading this book I found some immediate changes in my attitude in ways that I think and function in school. Near the beginning of the book, page 36, Dewck describes the college students with a fixed mindset looking at test that did poorly to make they feel better where the growth mindsets looked to the tests that did well so they could learn from them. I have found myself recently checking answers that I was unsure of right after I walk out of a test. That w...
Every parent desires to have a child who will be successful in life. In “Brainology” author, Carol Dweck explains that there are consequences for praising children for their work. Dweck also explains that there are different types of mindsets that enable an individual’s development. She claims that there are two types of mindsets that people have. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work ( Dweck 1). Furthermore growth mindset individuals love learning and are resilience that is essential for great accomplishment. (Dweck 1). One more theory, Dweck mentioned was fixed mindset. The author states “In a fixed mindset, people believe their basic qualities, like their intelligence
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
As Dweck explains, children who are praised for their intelligence does not want to learn hence develop a fixed mindset. A fixed mindset is where people believe that their qualities such as talent and intelligence are essentially fixed traits. Such people would only concentrate on documenting their intelligence instead of looking for ways for developing the same. In addition, these people make the assumption that their intelligence would make them successful. On the other hand, a growth mindset is where people are aware that it is possible to develop their abilities through hard work and dedication. When I was in Grade 7, a teacher encouraged all students that they all had the ability to perform well in science. After the initial interaction, the teacher was aware that a certain percentage of the class performed way below average; yet, he did not water down their spirit. I remember the way he used to acknowledge even some insignificant improvement made in his tests by comments such as “You are making good progress so far”. Primarily, this teacher focused on the perseverance, strategies, and efforts the students put towards improvement as opposed to praising talent (Dweck 5). The result was that we changed our attitude and focused more on self-improvement.
The key difference between Walter Isaacson’s, author of “The Genius of Jobs”, and Carol Dweck’s, author of “The Secret to Raising Smart Kids”, perspective of intelligence lies in their thought of inherent ability; Isaacson believes that intelligence is a natural gift that can be expanded upon, but Dweck would respond by agreeing to a degree but believing that the beauty of intelligence lies in that expansion.
Alexa, a junior in college, shares her ideas on Intelligence. Intelligence is determined by motivation to do required tasks. Motivation is necessary to complete basic tasks such as doing homework. Also for completing difficult tasks. Which allows someone to learn new things, (Hietpas). Alexa explains the necessity of motivation to complete simple tasks. For an individual to be intelligent they have to learn new things. To be able to learn new things, one has to have the motivation to learn. In addition, if someone does not have motivation, they will not be able to learn anything new. Therefore, never having the opportunity to become intelligent. A mutual trait between intelligent people is wanting to learn new things. Taylor mentions her father whom she believes is intelligent without a lot of education, “[My father is] motivated to constantly be learning new things. He is not told, he wants to learn,” (Nelson). In the quote Taylor analyzed her father who only had a high school education. She explains that he is someone she considers highly intelligent. Intelligence is determined by motivation to learn new things and the tasks done in one’s free time. Taylor’s father is intelligent because of the motivation to constantly be learning new things. He chooses to learn new things in his free time and has the motivation to do so. Although, he might not have had as much traditional school as
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
Up until the 1960’s, it was believed that people were either born with or without intelligence. UC Berkeley professor Mark Rosenzweig, performed a series of experiments with rats demonstrating how environment influenced rat behavior. His findings changed society’s outlook of inherited intelligence. Rosenzweig's results presented the idea that all youth have the capability to succeed, although it depends on how the individual develops their own attitude or belief toward their personal intelligence. Carol Dweck, a psychologist from Stanford University interpreted Rosenzweig's experimental results and separated the issue into two outlooks of personal intelligence. “Some students start thinking of their intelligence as something fixed, as carved in stone” (Michelle Trudeau). Dweck perceived this as a fixed mindset of intelligence. “Others think intelligence is something you can develop your whole life” (Student’s View of Intelligence). She calls this the growth mindset of intelligence. Dweck wondered if a child’s belief about their own intelligence could contribute to their academic success. She conducted an experiment analyzing the correlation of these elements in 373 seventh grade students who struggled in math. The students were randomly assigned to attend a workshop. One seminar taught how to study well, while the other educated students on the expanding nature of intelligence of the brain. The second group discovered that “the brain actually formed new connections every time they learned something new, and that over time, made the individual smarter" (Student’s View of Intelligence). Those who attended the neuroscience seminar and believed that they could grow and advance in their cognitive development, saw a steady increase in academic performance by the end of the semester. They received better overall grades than the other group
Fixed mindset is exactly what the phrase says: the person is fixed, doesn’t change, doesn’t grow, they are stuck. A student with a fixed mindset is concerned about how smart they are. They are worried about the final product or the grade. They view effort for someone who is incapable. They are more concerned about how they are going to be judged and may even lie about scores when they are not up to par (Briceno). In one of Carol S. Dweck (2006) studies, she found that by praising children with “You are so smart”, in the end, made them dumber and act dumber but claim they were smarter.
1940 The Thirty-ninth Yearbook of the National Society for the Study of Education: Factors Influencing the Growth of Intelligence in Young Children. US Public School Publishing Co. Cherry, Kendra “What Is Nature versus Nurture?” Accessed February 20, 2014.