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Psychology 133F, Week 2, Lecture 4

by: Airy Itzel Ramirez-Zuniga

Psychology 133F, Week 2, Lecture 4 Psych 133F

Airy Itzel Ramirez-Zuniga

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Learners’ Theories of Intelligence (Mindset) Reading: Mueller,C.M.,& Dweck, C.S.(1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and ...
Psychology and Education
Karen Givvin
Class Notes
Learners’ Theories of Intelligence
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This 3 page Class Notes was uploaded by Airy Itzel Ramirez-Zuniga on Wednesday October 5, 2016. The Class Notes belongs to Psych 133F at University of California - Los Angeles taught by Karen Givvin in Fall 2016. Since its upload, it has received 7 views. For similar materials see Psychology and Education in Psychology (PSYC) at University of California - Los Angeles.

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Date Created: 10/05/16
Lecture: Learner's Theories of Intelligence(Mindset) Wednesday, October 5, 2016 1:47 PM Goalof the studies: What happenedwhenstudentswere:  Praiseforintelligence  Praiseforeffort On  Goal orientation  Attributions o To what causedo youattribute anoutcome?  Enjoyment  Persistence  Beliefsaboutintelligence. Proposition  Praiseforintelligenceteacheschildren(andadults)thattheycanmeasurehowsmarttheyare fromhow welltheydo. o IfI dowell,I'msmart o Therefore,ifIdon'tdo well,Imustnotbe smart. Whychoose EFFORT, insteadof ability?  May helporienttowardlearninggoals  Unstable,butcontrollable. o You can decidetoworkhard, ordecidenotto o Luck isnot in yourcontrol, so luckwouldnotbe agoodthingto measure o Effortisinternaltous, withinourcontroleventhoughitisunstable Achievementgoals: Representdifferentwaysofapproaching,engagingin,and respondingtoachievementactivities. Mueller&Dweck  Studies1&3( anicerepresentationofall6) Study1 hypothesis  Praiseforintelligencewouldleadto: o Desiretopursueperformancegoal o Desiretodocumentintelligence o Attributefailuretolackof ability  Praisedforeffort: o Preferenceforalearninggoal o Desiretomasternewmaterial o Attributefailuretolackof effort.  Praiseforintelligence->lessenjoyment,lesstaskpersistence,andworseperformance(compared to thosereceivingpraiseforeffort) Method:  128 5th graders…Americans  3 setsof10 Standard ProgressiveMatrices o 1st set  Moderatelydifficult  AllStudentsweretoldthey'ddoneverywell(80%)correctregardlessoftheiractual score  I.V.:praise 1. Ability:"youmustbesmarton thesekindsofproblems" 2. Effort:" you musthaveworkedreallyhardontheseproblems" 3. Control: no feedback  D.V.Make achoice(akindofgoal)  Optiontochoosea taskthat indicatedaperformancegoalorientationora learninggoalorientation.  "We'lldothat ifwehaveextratime"forwhattheychoose o 2nd set  More difficult  Weretoldtheydidmuch worse(<50% correct),regardlessofactualscore  DV: self-reports  Persistence  Enjoyment  Perceptionofqualityoftheirperformance  Attributionsforpoorperformance o 3rd set  Moderatelydifficult  DV:  Post-failureperformance(howwelldidtheyactuallydoontheMatrices)  Set1: success+ praise(ability,effort,none) o DV: goalorientation  Set2: Failure o DV: persistence,enjoyment,qualityofwork,attributions  Set3 o DV: performanceafter"failing"onset2  Proportionofchildrenwhoselectedperformancegoals(ratherthanlearninggoals) o Intelligencepraised:thosepraisedforintelligencechoseperformancegoalsatahigher proportion o Effort:veryfewchooseperformancegoals o Control:got nofeedbackandtheychooseontheirown performancegoals,morethanthose whowerepraisedforeffort.  Responsetofailure o Childrenwhohasbeenpraisedforintelligenceattributedfailuretolackofabilitymorethan didchildrenpraisedforeffort o Childrenpraisedforeffortassignedgreaterweighttoloweffortthandidchildrenpraisedfor ability Post-failuretaskpersistence  Childrenpraisedforintelligencewerelesslikelytowanttopersistthanchildrenpraisedforeffort (andchildreninthecontrolgroup) Post-failuretaskenjoyment  Childrenpraisedforintelligenceenjoyedthetaskslessthandidchildrenpraisedforeffort  Childreninthecontrolconditionwerelesslikelytoenjoytheproblemsthatwerethosepraisedfor effort. Task performance  Lookedonperformanceonthe1st set(trail1: beforefailure) o Therewasno differencebetweenintelligencecontroloreffortpraise  No biasinthestartinggroup  set3 (afterfailure) o Forintelligence:didtheworst,anddidworsethan previously o Forcontrol:didaboutthe same,slightlybetter. o Foreffort:theydidevenbetterthantheydidbefore Study3  What do childrencaremoreaboutafterfailure? o How welltheirpeersperformed? or o How to getbetterat problems?  How dochildrenrepresenttheirtaskperformancetoothers? o In whatway doyou talkabout howwellyouperformed?  Method o Sameas study1 plus…  Afterfailure,chose1of2 folderstoread  "interestingnewstrategies"  "averagescores" o Childrenwereaskedtoreporttheirscoresconfidentiallytoananonymouschildaschoolin anotherstate. Results 1. "interestingnewstrategies" o More studentsthatwerepraisedforeffort(77%) 2. "averagescores" o More studentsthatwerePraisedforability(86%) 3. Control o Averagescores(62%)  Proportionofchildrenwhomisrepresentedtheirscores(totheanonymousstudentsfromanother state): (eventhoughanonymousandconfidential) o Control:14% liedabouttheirscore o Effort:13% lied o Ability:38%lied  Allmisrepresentationwereincreasesoftheiractualscores. Summary: Praiseforintelligence:  Want to exhibitgoodperformance  Attributefailurestolowability  Lowerpersistence,enjoyment,performance  More misrepresentationofscores Praiseforeffort:  Want to increaselearning  Attributefailuretoloweffort  Higherpersistence,enjoyment,performance  Lessmisrepresentationofscores. So ifyoushouldn’tpraiseforintelligencewhatshouldyoudo?  Praiseforeffort o Has to be believable


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