The power of believing that you can improve

TED簡介：2014 心理 |卡羅爾·德韋克研究「成長型思維模式」——我們能夠鍛煉大腦，提升學(xué)習(xí)和解決問題的能力航攒。面對(duì)一個(gè)對(duì)你而言稍稍偏難的問題磺陡，你如何應(yīng)對(duì)？在這個(gè)演講中漠畜，德韋克描述了兩種不同的應(yīng)對(duì)心態(tài)：我還不夠聰明币他，或是，我正在解決的路上憔狞。這則演講蝴悉，會(huì)很好地帶領(lǐng)你了解這個(gè)領(lǐng)域。

演講者：Carol Dweck卡羅爾·德韋克

片長：10：24

視頻+中英對(duì)照翻譯+MP3音頻原文：請(qǐng)相信瘾敢，你可以進(jìn)步

中英文對(duì)照翻譯

The power of yet.

專注過程拍冠，而不是結(jié)果。

I heard about a highschool in Chicago where students had to pass a certain number of courses tograduate, and if they didn't pass a course, they got the grade "NotYet." And I thought that was fantastic, because if you get a failinggrade, you think, I'm nothing, I'm nowhere. But if you get the grade "NotYet" you understand that you're on a learning curve. It gives you a pathinto the future.

我聽說簇抵，在芝加哥有一所高中庆杜，那兒的學(xué)生畢業(yè)前要通過一系列課程，如果某一門課沒有通過正压，成績就是「暫未通過」欣福。我想责球，這真是個(gè)絕妙的做法焦履，因?yàn)橥厝埃绻隳抽T課的成績不及格，你會(huì)想嘉裤，我什么都不是郑临，我什么都沒有學(xué)到。但如果你的成績是「暫未通過」屑宠，你會(huì)明白厢洞，學(xué)習(xí)的步伐并沒有停下，你還需逐步向前典奉，爭取未來躺翻。

"Not Yet"also gave me insight into a critical event early in my career, a real turningpoint. I wanted to see how children coped with challenge and difficulty, so Igave 10-year-olds problems that were slightly too hard for them. Some of them reactedin a shockingly positive way. They said things like, "I love achallenge," or, "You know, I was hoping this would beinformative."

「暫未通過」也讓我聯(lián)想起一件尤為重要的、發(fā)生在我職業(yè)生涯初期的事情卫玖，這件事對(duì)我而言是一個(gè)轉(zhuǎn)折點(diǎn)公你。當(dāng)時(shí)，我想探究孩子是如何應(yīng)對(duì)挑戰(zhàn)和困難的假瞬，因此陕靠，我讓一些10歲大的孩子嘗試解決一些對(duì)于他們而言稍稍偏難的問題。一些孩子積極應(yīng)對(duì)的方式讓我感到震驚脱茉。他們會(huì)這樣說剪芥，「我喜歡挑戰(zhàn)，」或說琴许，「你知道的税肪，我希望能有所獲⌒橐鳎」

They understood that their abilities could be developed.They had what I call a growth mindset. But other students felt it was tragic,catastrophic. From their more fixed mindset perspective, their intelligence hadbeen up for judgment and they failed. Instead of luxuriating in the power ofyet, they were gripped in the tyranny of now.

這些孩子明白寸认，他們的能力是可以提升的。他們有我所說的成長型思維模式串慰。但另一些孩子覺得面對(duì)這些難題是不幸偏塞，宛如面對(duì)一場災(zāi)難。從他們的固定型思維角度來看邦鲫，他們的才智受到了評(píng)判灸叼，而他們失敗了。他們不懂得享受學(xué)習(xí)的過程庆捺，而只盯住眼前的成與敗古今。

So what do they donext? I'll tell you what they do next. In one study, they told us they wouldprobably cheat the next time instead of studying more if they failed a test. Inanother study, after a failure, they looked for someone who did worse than theydid so they could feel really good about themselves. And in study after study,they have run from difficulty.

這些孩子們后面表現(xiàn)如何？讓我告訴你他們的表現(xiàn)滔以。在一項(xiàng)研究中捉腥，他們告訴我們，如果他們某次考試未通過你画，他們很可能會(huì)在下次考試中作弊抵碟，而不是更加努力地學(xué)習(xí)桃漾。在另一項(xiàng)研究中，他們掛了一門后拟逮，他們會(huì)找到那些考得還不如他們高的孩子撬统，以尋求自我安慰。后續(xù)的研究陸續(xù)表明敦迄，他們會(huì)逃避困難恋追。

Scientists measured the electrical activity fromthe brain as students confronted an error. On the left, you see the fixedmindset students. There's hardly any activity. They run from the error. Theydon't engage with it. But on the right, you have the students with the growthmindset, the idea that abilities can be developed. They engage deeply. Theirbrain is on fire with yet. They engage deeply. They process the error. Theylearn from it and they correct it.

科學(xué)家們監(jiān)測了學(xué)生們面對(duì)錯(cuò)誤時(shí)的腦電活動(dòng)圖像。在左側(cè)罚屋，是固定型思維模式的學(xué)生苦囱，幾乎沒有什么活動(dòng)。他們?cè)阱e(cuò)誤面前選擇了逃避脾猛。他們沒有積極地投入沿彭。但請(qǐng)看右側(cè)，這是成長型思維模式的學(xué)生尖滚，這些學(xué)生相信能力會(huì)通過鍛煉得以提升喉刘。他們積極地應(yīng)對(duì)錯(cuò)誤。他們的大腦在高速運(yùn)轉(zhuǎn)漆弄，他們積極地投入睦裳，他們剖析錯(cuò)誤，從中學(xué)習(xí)撼唾，最終訂正廉邑。

How are we raising ourchildren? Are we raising them for now instead of yet? Are we raising kids whoare obsessed with getting A's? Are we raising kids who don't know how to dreambig dreams? Their biggest goal is getting the next A or the next test score?

如今我們是如何教育孩子的呢？是教育他們專注眼前倒谷，而不是注重過程嗎蛛蒙？我們培育了一些迷戀刷A的孩子們嗎？我們培育了沒有遠(yuǎn)大理想的孩子們嗎渤愁？他們最遠(yuǎn)大的目標(biāo)就是再拿一個(gè)A牵祟，心里所想的就是下一次考試嗎？

And are they carrying this need for constant validation with them into theirfuture lives? Maybe, because employers are coming to me and saying, we havealready raised a generation of young workers who can't get through the daywithout an award.

他們?cè)诮窈蟮纳钪卸陡瘢家苑謹(jǐn)?shù)的高低來評(píng)判自己嗎诺苹？或許是的，因?yàn)槠髽I(yè)雇主們跑來找我雹拄，說我們養(yǎng)育的這新一代走上工作崗位的人收奔，如果不給他們獎(jiǎng)勵(lì)，他們一天都過不下去滓玖。

So what can we do? Howcan we build that bridge to yet?

我們?cè)撛趺醋瞿仄汉澹咳绾巫尯⒆幼⒅剡^程而不是結(jié)果呢？

Here are some things wecan do. First of all, we can praise wisely, not praising intelligence ortalent. That has failed. Don't do that anymore. But praising the process thatkids engage in: their effort, their strategies, their focus, theirperseverance, their improvement. This process praise creates kids who are hardyand resilient.

我們可以做這樣幾件事。首先翩肌，我們可以有技巧地去表揚(yáng)：不去表揚(yáng)天分或才智饰剥，這行不通。不要再這樣做了摧阅。而是要對(duì)孩子積極投入的過程進(jìn)行表揚(yáng)：他們的努力與策略，他們的專注绷蹲、堅(jiān)持與進(jìn)步棒卷。對(duì)過程的表揚(yáng)，會(huì)塑造孩子的韌性祝钢。

There are other ways toreward yet. We recently teamed up with game scientists from the University ofWashington to create a new online math game that rewarded yet. In this game,students were rewarded for effort, strategy and progress. The usual math gamerewards you for getting answers right right now, but this game rewardedprocess. And we got more effort, more strategies, more engagement over longerperiods of time, and more perseverance when they hit really, really hardproblems.

還有其他的辦法來獎(jiǎng)勵(lì)過程比规。最近，我們與來自華盛頓大學(xué)的游戲研究者合作拦英，制作了一款獎(jiǎng)勵(lì)過程的數(shù)學(xué)游戲蜒什。在這個(gè)游戲中，學(xué)生們因他們的努力疤估、策略與進(jìn)步而受到獎(jiǎng)勵(lì)灾常。通常的數(shù)學(xué)游戲中，玩家只有在解得正確答案后才能得到獎(jiǎng)勵(lì)铃拇，但這個(gè)游戲獎(jiǎng)勵(lì)過程钞瀑。隨著游戲的深入，孩子們更加努力慷荔，想出更多的策略雕什，身心更加投入，當(dāng)遇到尤為困難的問題時(shí)显晶，他們也展現(xiàn)了更為持久的韌勁贷岸。

Just the words"yet" or "not yet," we're finding, give kids greaterconfidence, give them a path into the future that creates greater persistence.And we can actually change students' mindsets. In one study, we taught themthat every time they push out of their comfort zone to learn something new anddifficult, the neurons in their brain can form new, stronger connections, andover time they can get smarter.

我們發(fā)現(xiàn)，注重過程的思維模式磷雇，會(huì)賦予孩子們更多自信偿警，指引他們不斷向前，越發(fā)堅(jiān)持不懈唯笙。事實(shí)上户敬，我們能夠改變學(xué)生的思維模式。在一項(xiàng)研究中睁本，我們告訴學(xué)生們尿庐，每當(dāng)他們迫使自己走出舒適區(qū)，學(xué)習(xí)新知識(shí)呢堰，迎接新挑戰(zhàn)抄瑟，大腦中的神經(jīng)元會(huì)形成新的、更強(qiáng)的連接，他們會(huì)逐漸變得越來越聰明皮假。

Look what happened: inthis study, students who were not taught this growth mindset continued to showdeclining grades over this difficult school transition, but those who weretaught this lesson showed a sharp rebound in their grades. We have shown thisnow, this kind of improvement, with thousands and thousands of kids, especiallystruggling students.

看看后面發(fā)生了什么吧：在這項(xiàng)研究中鞋拟，沒有接受成長型思維模式訓(xùn)練的學(xué)生，在這一困難的過渡階段惹资，成績持續(xù)下滑贺纲，但那些受過該訓(xùn)練的學(xué)生，成績強(qiáng)勢反彈褪测，卓有起色猴誊。如今，我們已證實(shí)這一結(jié)論侮措，通過成千上萬個(gè)孩子的實(shí)例懈叹，尤其是那些在學(xué)業(yè)上掙扎的孩子。

So let's talk aboutequality. In our country, there are groups of students who chronically underperform,for example, children in inner cities, or children on Native Americanreservations. And they've done so poorly for so long that many people thinkit's inevitable. But when educators create growth mindset classrooms steeped inyet, equality happens.

那我們就來談?wù)劷逃降劝煞衷Ｔ谖覀儑页纬桑行┨囟▍^(qū)域的孩子總是在學(xué)業(yè)上處于下游，比如畏吓，內(nèi)城區(qū)的孩子墨状，或印第安人居留地里的孩子。長期以來這里的孩子都沒什么起色菲饼， 以致于很多人認(rèn)為沒的救了歉胶。但是當(dāng)教育家們將孩子的思維轉(zhuǎn)變?yōu)槌砷L型思維模式時(shí)，教育平等實(shí)現(xiàn)了巴粪。

And here are just a few examples. In one year, akindergarten class in Harlem, New York scored in the 95th percentile on theNational Achievement Test. Many of those kids could not hold a pencil when theyarrived at school. In one year, fourth grade students in the South Bronx, waybehind, became the number one fourth grade class in the state of New York onthe state math test. In a year to a year and a half, Native American studentsin a school on a reservation went from the bottom of their district to the top,and that district included affluent sections of Seattle. So the native kidsoutdid the Microsoft kids.

舉幾個(gè)例子吧通今。紐約哈萊姆區(qū)的一所幼兒園的學(xué)生在一年的時(shí)間內(nèi)，國家水平測試（NationalAchievement Test） 成績飛躍到前百分之五肛根。這些孩子中有很多在入學(xué)時(shí)甚至還不會(huì)握筆琳彩。一年之內(nèi)狼荞，遠(yuǎn)遠(yuǎn)落后的南布朗克斯區(qū)的四年級(jí)學(xué)生圾另，其標(biāo)準(zhǔn)數(shù)學(xué)測試成績攀升到紐約州所有四年級(jí)學(xué)生的第一名志群。在一年到一年半的時(shí)間內(nèi)， 某印第安人居留地的一所學(xué)校里的學(xué)生成績從全區(qū)墊底到名列前茅芭届，而這個(gè)區(qū)包括了西雅圖市的富饒地段储矩。印第安孩子戰(zhàn)勝了「微軟」孩子。

This happened becausethe meaning of effort and difficulty were transformed. Before, effort anddifficulty made them feel dumb, made them feel like giving up, but now, effortand difficulty, that's when their neurons are making new connections, strongerconnections. That's when they're getting smarter.

這得以實(shí)現(xiàn)的原因褂乍，是努力與困難的意義在孩子心目中發(fā)生了改變持隧。在此之前，努力與困難讓他們感覺自己很笨逃片，讓他們想放棄屡拨，但如今，正是努力與困難讓他們大腦中的神經(jīng)元得以形成新的連接，更強(qiáng)的連接呀狼。正是在這個(gè)過程中裂允，他們變得越來越聰明。

I received a letterrecently from a 13-year-old boy. He said, "Dear Professor Dweck, Iappreciate that your writing is based on solid scientific research, and that'swhy I decided to put it into practice. I put more effort into my schoolwork,into my relationship with my family, and into my relationship with kids atschool, and I experienced great improvement in all of those areas. I nowrealize I've wasted most of my life."

最近哥艇，我收到一個(gè)13歲男孩的來信绝编。他說，「親愛的德韋克教授貌踏，我欣賞你的著作十饥，因?yàn)樗鼈兌蓟诳煽康目茖W(xué)試驗(yàn)，因此哩俭，我決定將你的方法付諸實(shí)踐。我更用功地學(xué)習(xí)拳恋，更用心地處好與家人的關(guān)系凡资，與同學(xué)的關(guān)系，而在這些方面我都有了長足的進(jìn)步∶耍現(xiàn)在我才意識(shí)到隙赁，過去浪費(fèi)了太多生命“鹋」

Let's not waste anymore lives, because once we know that abilities are capable of such growth, itbecomes a basic human right for children, all children, to live in places thatcreate that growth, to live in places filled with yet.

讓我們不再浪費(fèi)生命伞访， 因?yàn)椋热晃覀冎?能力可以增長轰驳，那么厚掷，生活在一個(gè)能激發(fā)進(jìn)步并讓這一切變得可能的地方就是每個(gè)孩子的權(quán)利。

Thank you.(Applause)

謝謝级解。（掌聲）