這篇文章是關(guān)于心智的，是費(fèi)曼學(xué)習(xí)公式那篇文章文末提到的成長(zhǎng)型思維和固定型人格的思維迂猴，文章來(lái)源于Farnam Street.
目錄：

1.關(guān)于Dweck教授的研究

2.兩種心智：固定型和成長(zhǎng)型

3.心智決定了我們對(duì)努力的看法

4.成長(zhǎng)型心智讓人堅(jiān)毅

4.改變夸獎(jiǎng)方法培育孩子的成長(zhǎng)型心智

1.關(guān)于Dweck教授的研究

Carol Dweck: A Summary of The Two Mindsets And The Power of Believing That You Can Improve

兩種心智的摘要，相信你可以不斷成長(zhǎng)的力量

Carol Dweck studies human motivation. She spends her days diving into why people succeed (or don’t) and what’s within our control to foster success.

Carol Dweck教授研究人類動(dòng)機(jī)鸽疾。她貢獻(xiàn)了一生深入研究人們?yōu)槭裁闯晒Γɑ驗(yàn)槭裁床怀晒Γ┮约拔覀兛梢钥刂频脑杏晒Φ囊蛩亍?br>

As she describes it: “My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. My research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.”

正如她描述的：“我的工作涵蓋了發(fā)展心理學(xué)兼砖、社會(huì)心理學(xué)、人格心理學(xué)磅氨，以及測(cè)試人們用來(lái)構(gòu)建自我及引導(dǎo)行為的人格良蛮。我的研究關(guān)注于這些心智的本源，它們?cè)趧?dòng)機(jī)及自律方面的作用悍赢，它們?cè)趥€(gè)人成就及人際關(guān)系方面的影響决瞳』踽悖“

Her inquiry into our beliefs is synthesized in Mindset: The New Psychology of Success. The book takes us on a journey into how our conscious and unconscious thoughts affect us and how something as simple as wording can have a powerful impact on our ability to improve.

她的關(guān)于我們信念的優(yōu)秀都在《Mindset：The New Psychology of Success》一書(shū)里。這本書(shū)將告訴我們：我們的有意識(shí)及潛意識(shí)的想法是如何影響我們的皮胡，像言語(yǔ)一樣簡(jiǎn)單的事情是如何對(duì)于提升我們的能力有巨大影響的痴颊。

Dweck’s work shows the power of our most basic beliefs. Whether conscious or subconscious, they strongly “affect what we want and whether we succeed in getting it.” Much of what we think we understand of our personality comes from our “mindset.” This both propels us and prevents us from fulfilling our potential.

Dweck的工作向我們展示我們最基礎(chǔ)的信念的力量。無(wú)論是有意識(shí)的還是無(wú)意識(shí)的屡贺，他們都強(qiáng)烈的影響著我們的愿望以及我們是否能實(shí)現(xiàn)它蠢棱。“大多數(shù)我們對(duì)于人格的理解來(lái)源于我們的”心智“甩栈。這兩種心智都推動(dòng)或阻止我們發(fā)掘我們的潛力泻仙。

In Mindset: The New Psychology of Success, Dweck writes:
在《 Mindset: The New Psychology of Success》一書(shū)里，Dweck寫(xiě)道：

What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

當(dāng)你相信智力或者人格是你可以發(fā)展時(shí)量没，這種信念的作用是什么玉转？相反的，當(dāng)你相信它們是固定的殴蹄，又有什么影響呢究抓？

2.兩種心智

The Two Mindsets

Carol Dweck Two Mindsets
Your view of yourself can determine everything. If you believe that your qualities are unchangeable — the fixed mindset — you will want to prove yourself correct over and over rather than learning from your mistakes.

所有的事情都取決于你對(duì)自己的看法。如果你相信品質(zhì)是固定的—-固定型心智—-你將會(huì)一遍又一遍的證明自己正確而不是從錯(cuò)誤中學(xué)習(xí)袭灯。
In Mindset, Dweck writes:

If you have only a certain amount of intelligence, a certain personality, and a certain moral character— well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics.

如果你的智力固定刺下，人格固定，道德也是固定的—-那你最好證明它們都是健康的稽荧。這樣才不會(huì)輕易的看到這些最基礎(chǔ)的特質(zhì)的不足荒椭。
[…]
I’ve seen so many people with this one consuming goal of proving themselves— in the classroom, in their careers, and in their relationships. Every situation calls for a confirmation of their intelligence, personality, or character. Every situation is evaluated: Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?

我看過(guò)太多人歼狼，都強(qiáng)烈地想證明自己，無(wú)論是在教室、職業(yè)生涯還是他們的婚姻里唐片。生活中每個(gè)場(chǎng)景是在確認(rèn)他們的智力绞绒、人格散吵、品質(zhì)凯砍。每個(gè)情景都被評(píng)價(jià)：我會(huì)成功還是失敗筋现？我看起來(lái)聰明還是愚蠢唐础？我會(huì)被接受還是被拒絕？我是贏家還是輸家矾飞？

These things are culturally desirable. We value intelligence, personality, and character. It’s normal to want this. But …
In Mindset, Dweck writes:

這些都是人們的愿望一膨。我們看重智力、人格及品質(zhì)洒沦。這樣的行為是正常的豹绪，但是在《 Mindset》里，Dweck寫(xiě)道：

There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.

另外一種心智申眼，你認(rèn)為這些品質(zhì)不單是一手你擁有的且可以交易的牌瞒津，當(dāng)擔(dān)心它是一對(duì)十的時(shí)候蝉衣，努力讓別人自己和別人相信你手持同花大順。在這種心智里巷蚪，你手里的牌只是發(fā)展的起點(diǎn)病毡。成長(zhǎng)型心智就是基于這樣一個(gè)信念—-你的基礎(chǔ)能力都是可以通過(guò)努力培養(yǎng)的。

Changing our beliefs can have a powerful impact. The growth mindset creates a powerful passion for learning. “Why waste time proving over and over how great you are,” Dweck writes, “when you could be getting better?”

改變觀念有巨大的影響屁柏。成長(zhǎng)型心智給學(xué)習(xí)創(chuàng)造了無(wú)比的激情啦膜。Dweck說(shuō)：“當(dāng)你可以變得更好的時(shí)候，為什么要浪費(fèi)時(shí)間一遍又一遍地證明你是多么偉大淌喻？”

Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.

為什么要掩飾缺點(diǎn)僧家，而不是克服它們？為什么要找那些增強(qiáng)你自尊的伙伴裸删，而不是挑戰(zhàn)你八拱，讓你成長(zhǎng)的？為什么要脫探索已經(jīng)嘗試過(guò)得的烁落，真的乘粒，而不是那些充分拓展你的能力的豌注？擁有激情拓展能力伤塌，并且堅(jiān)持吸取，特別是有困難的時(shí)候轧铁，這些事成長(zhǎng)型心智的標(biāo)志每聪。這種心智讓人們?cè)谧罾щy的時(shí)刻崛起。

3.心智決定了我們對(duì)努力的看法

Our ideas about risk and effort come from our mindset. Some people realize the value of challenging themselves, they want to put in the effort to learn and grow, a great example of this is The Buffett Formula. Others, however, would rather avoid the effort feeling like it doesn’t matter.

我們關(guān)于風(fēng)險(xiǎn)和努力的想法都來(lái)自于我們的心智齿风。一些人感受到了挑戰(zhàn)自我的價(jià)值药薯，他們?yōu)榱藢W(xué)習(xí)和成長(zhǎng)，付出努力救斑。一個(gè)偉大的例子便是巴菲特公式童本。而其他人，覺(jué)得不努力也沒(méi)什么脸候。
In Mindset, Dweck writes:

We often see books with titles like The Ten Secrets of the World’s Most Successful People crowding the shelves of bookstores, and these books may give many useful tips. But they’re usually a list of unconnected pointers, like “Take more risks !” or “Believe in yourself!” While you’re left admiring people who can do that, it’s never clear how these things fit together or how you could ever become that way. So you’re inspired for a few days, but basically the world’s most successful people still have their secrets.

我們經(jīng)城钣椋看到書(shū)店的書(shū)架上充滿了“世界上最成功人士的10個(gè)秘密”這樣的書(shū)，這些書(shū)里可能有有用的建議运沦。但是經(jīng)常是沒(méi)有關(guān)聯(lián)的清單泵额，像”冒更多險(xiǎn)“或”相信你自己”。當(dāng)你尊敬的人是那樣的携添，可是它卻沒(méi)說(shuō)清楚它們之間的聯(lián)系嫁盲，或者你如何才能那樣。所以剛開(kāi)始幾天烈掠，你很受鼓勵(lì)羞秤，然而世界上最成功的人始終有秘密缸托。

Instead, as you begin to understand the fixed and growth mindsets, you will see exactly how one thing leads to another— how a belief that your qualities are carved in stone leads to a host of thoughts and actions, and how a belief that your qualities can be cultivated leads to a host of different thoughts and actions, taking you down an entirely different road.

然而，當(dāng)你開(kāi)始明白固定型和成長(zhǎng)型心智锥腻，你會(huì)看清一件事是如何影響另一件事嗦董。一個(gè)認(rèn)為品質(zhì)是固定的想法是如何產(chǎn)生許多的想法和行動(dòng)，而一個(gè)認(rèn)為品質(zhì)是可以積累的想法如何產(chǎn)生另外許多不同的想法和行動(dòng)瘦黑，引導(dǎo)你走上另一條不同的路京革。

[…]

Sure, people with the fixed mindset have read the books that say: Success is about being your best self, not about being better than others; failure is an opportunity, not a condemnation ; effort is the key to success. But they can’t put this into practice because their basic mindset— their belief in fixed traits— is telling them something entirely different: that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent.

可以肯定的是，那些固定型心智的人讀過(guò)這本書(shū)幸斥，即使書(shū)里說(shuō)：成功是成為最好的自己匹摇，而不是比別人好；失敗是機(jī)會(huì)甲葬，不是定罪廊勃；努力是成功的鑰匙。那些固定型心智的人也不會(huì)去實(shí)踐的经窖，因?yàn)樗麄児潭ǖ男闹恰覀兿嘈拍芰κ枪潭ǖ钠碌妗Ｋ麄儠?huì)翻譯成別的話：成功是比別人更有天賦，失敗是在判斷你画侣，努力是給那些沒(méi)有天賦的人冰悠。

4.成長(zhǎng)型心智讓人堅(jiān)毅

The mindset affects creativity too.
心智也影響創(chuàng)造力。

In Mindset, Dweck writes:

The other thing exceptional people seem to have is a special talent for converting life’s setbacks into future successes. Creativity researchers concur. In a poll of 143 creativity researchers, there was wide agreement about the number one ingredient in creative achievement. And it was exactly the kind of perseverance and resilience produced by the growth mindset.

另外一件事是配乱，那些異常優(yōu)秀的人用一種特殊的天賦溉卓，一種能將挫折轉(zhuǎn)化為未來(lái)成功的天賦。有創(chuàng)造力的研究者也同意搬泥。在一個(gè)143人創(chuàng)造性的研究者的投票了桑寨，大部分人都同意在創(chuàng)造性的成就里是有一個(gè)重要的因素的。那就是成長(zhǎng)型心智產(chǎn)生的堅(jiān)韌不拔忿檩。

In fact Dweck takes this stoic approach, writing: “in the growth mindset, failure can be a painful experience. But it doesn’t define you. It’s a problem to be faced, dealt with, and learned from.”

事實(shí)上Dweck一直有這種堅(jiān)韌尉尾，寫(xiě)到：“在成長(zhǎng)型心智里，失敗雖是痛苦的經(jīng)歷燥透，但并不說(shuō)明你是誰(shuí)沙咏。它是我們可以解決。處理兽掰、從中學(xué)習(xí)的問(wèn)題芭碍。”

We can still learn from our mistakes. The legendary basketball coach John Wooden says that you’re not a failure until you start to assign blame. That’s when you stop learning from your mistakes – you deny them.

我們可以從錯(cuò)誤中學(xué)習(xí)孽尽。傳奇籃球教練John Wooden說(shuō)過(guò)窖壕，如果你開(kāi)始抱怨，那你就是個(gè)失敗者。那也是你停止從錯(cuò)誤中吸取經(jīng)驗(yàn)的時(shí)候瞻讽，你逃避失敗鸳吸。

5.改變夸獎(jiǎng)方法培育孩子的成長(zhǎng)型心智

In this TED talk, Dweck describes “two ways to think about a problem that’s slightly too hard for you to solve.” Operating in this space — just outside of your comfort zone — is the key to improving your performance. It’s also the critical element to deliberate practice. People approach these problems with the two mindsets …. “Are you not smart enough to solve it …. or have you just not solved it yet.”

在2014年的TED演講里，Dweck解釋道：“兩種方法來(lái)考慮那些對(duì)于你來(lái)說(shuō)很難解決的問(wèn)題.”遠(yuǎn)離你的舒適區(qū)速勇，是提升你成績(jī)的關(guān)鍵晌砾。它也是可以練習(xí)的關(guān)鍵。人們處理這些問(wèn)題時(shí)有兩種心智：“你不夠聰明來(lái)解決這個(gè)問(wèn)題…或者烦磁，你只是還沒(méi)解決這個(gè)而已养匈。”

Speaking to the cultural pressure to raise our kids for now instead of not yet, in the TED talk Dweck says:

談到文化的壓力都伪，我們采用“now”思維培養(yǎng)孩子呕乎，而不是“not yet”思維。

The power of yet.
“還沒(méi)有”的力量陨晶。

I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didn’t pass a course, they got the grade “Not Yet.” And I thought that was fantastic, because if you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade “Not Yet” you understand that you’re on a learning curve. It gives you a path into the future.

我聽(tīng)說(shuō)一所在芝加哥的高中必須通過(guò)一定數(shù)量的課程才能畢業(yè)猬仁，如果他們沒(méi)有通過(guò)，他們會(huì)獲得“還沒(méi)有”分?jǐn)?shù)“先誉。我認(rèn)為那很棒湿刽，因?yàn)槿绻愕玫揭粋€(gè)確定的不及格的分?jǐn)?shù)，你會(huì)想褐耳，我什么都不是诈闺。但是如果你得到”還沒(méi)有“分?jǐn)?shù)，會(huì)覺(jué)得還在一個(gè)學(xué)習(xí)曲線漱病，給你一條通向未來(lái)的路买雾。

“Not Yet” also gave me insight into a critical event early in my career, a real turning point. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, “I love a challenge,” or, “You know, I was hoping this would be informative.” 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 had been up for judgment and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.

“還沒(méi)有”給了我一個(gè)靈感把曼，是我早期生涯的轉(zhuǎn)折點(diǎn)杨帽。我想知道孩子們是如何處理挑戰(zhàn)和困難的，所以我給了他們對(duì)他們稍微難的問(wèn)題嗤军。一些人相當(dāng)處理的相當(dāng)積極注盈，他們認(rèn)為“我喜歡挑戰(zhàn)”，或者“你知道叙赚，我想這會(huì)提供有用的信息”老客。他們明白能力是逐漸發(fā)展的。他們擁有我所說(shuō)的成長(zhǎng)型心智震叮。但是另外一些學(xué)生覺(jué)得那是災(zāi)難胧砰。從他們更固定的心智的觀點(diǎn)來(lái)說(shuō)，他們的智力到達(dá)了評(píng)判點(diǎn)苇瓣，他們失敗了尉间。與享受“還沒(méi)有”的力量相反，他們被“現(xiàn)在”的力量牢牢抓住。

So what do they do next? I’ll tell you what they do next. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There’s hardly any activity. They run from the error. They don’t engage with it. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.

那接下來(lái)他們會(huì)做什么呢哲嘲？我會(huì)告訴你的贪薪。在一個(gè)研究里，他們告訴我們眠副，如果考試不及格画切，下次將會(huì)作弊而不是努力學(xué)習(xí)。另一個(gè)研究里囱怕，經(jīng)歷失敗之后霍弹，他們會(huì)注意那些比他們更差的學(xué)生，那樣就可以自我感覺(jué)良好了娃弓。一次又一次的學(xué)習(xí)后庞萍，他們逃避錯(cuò)誤⊥牛科學(xué)家測(cè)試了這些學(xué)生面對(duì)困難是的大腦電活動(dòng)钝计。左邊是那些固定型心智的學(xué)生，幾乎沒(méi)什么活動(dòng)齐佳。他們逃避錯(cuò)誤私恬，不參與其中。但是右邊那些成長(zhǎng)型心智的學(xué)生炼吴，認(rèn)為能力是可以發(fā)展的本鸣。我們深入地參與其中。他們的大腦被”還沒(méi)有“激活了硅蹦。他們投入地參與其中荣德，他們處理錯(cuò)誤，從中學(xué)習(xí)并糾正錯(cuò)誤童芹。

It’s easy to fall into the trap of now. Our kids become obsessed with getting A’s – they dream of the next test to prove themselves instead of dreaming big like Elon Musk. A by-product of this is that we’re making them dependent on the validation that we’re giving them — the gamification of children.

很容易就能掉到“現(xiàn)在”的陷阱里涮瞻。我們的孩子沉迷于獲得好成績(jī)。他們渴望下次的考試證明自己假褪，而不是像Elon Musk那樣擁有宏圖大志署咽。這樣做的副產(chǎn)品是，我們讓他們依賴我們給他們的確認(rèn)生音。孩子們游戲化了宁否。

What can we do about this? Don’t praise intelligence or talent, praise the work ethic.

針對(duì)這個(gè)現(xiàn)象，我們?cè)撛趺醋鲎罕椋坎灰潛P(yáng)他們的天賦或者智力慕匠，夸獎(jiǎng)他們的努力。

We can praise wisely, not praising intelligence or talent. That has failed. Don’t do that anymore. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.

我們要機(jī)智地夸獎(jiǎng)他們域醇，不要夸獎(jiǎng)他們的智力或者天賦台谊。那樣已經(jīng)失敗了冤寿。不要在那樣做了。而是夸獎(jiǎng)他們參與的過(guò)程：他們的努力青伤，他們的策略督怜，專心，他們的堅(jiān)韌狠角，他們的進(jìn)步号杠。這樣的夸獎(jiǎng)讓孩子變得努力、堅(jiān)韌丰歌。

How we word things affects confidence, the words ‘yet’ or ‘not yet,’ “give kids greater confidence, give them a path into the future that creates greater persistence.” We can change mindsets.

我們的說(shuō)話方式影響著我們的自信姨蟋，“然而”或“還沒(méi)有”這樣的話讓孩子更加自信，讓他們未來(lái)更加堅(jiān)韌立帖。我們可以改變心智眼溶。

In one study, we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time they can get smarter. … students who were not taught this growth mindset continued to show declining grades over this difficult school transition, but those who were taught this lesson showed a sharp rebound in their grades. We have shown this now, this kind of improvement, with thousands and thousands of kids, especially struggling students.

在一個(gè)研究里，我們教育學(xué)生晓勇，每次他們遠(yuǎn)離舒適區(qū)堂飞，學(xué)習(xí)一些新的、難的知識(shí)绑咱，大腦里的神經(jīng)與可以形成新的绰筛、更強(qiáng)的連接，逐漸的描融，他們會(huì)更加聰明铝噩。而沒(méi)有被告訴這種成長(zhǎng)型心智的人，在向困難的學(xué)科過(guò)渡的時(shí)候窿克，成績(jī)逐漸下降骏庸。而被教育過(guò)的學(xué)生的成績(jī)大幅度提升。我們知道年叮，成千上萬(wàn)的學(xué)生具被，尤其是那些在針扎的學(xué)習(xí)，都有了這樣的提升谋右。

Mindset: The New Psychology of Success is a must read for anyone looking to explore our mindset and how we can influence it to be a little better. Carol Dweck’s work is simply outstanding.

《Mindset: The New Psychology of Success》對(duì)于那些想要探索心智硬猫，以及我們?nèi)绾胃淖兯兊酶玫娜瞬构浚且槐颈刈x書(shū)籍改执。 Carol Dweck的研究非常優(yōu)秀的。

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