Podcast
Huberman Lab
The podcast highlighted the work of Carol Dweck, who discovered the concept of growth mindset and how it is related to our ability to learn and improve. This concept contrasts with the fixed mindset, where individuals believe their abilities are innate and unchanging.
No discussion of growth mindset would be complete without mentioning that growth mindset is the brainchild of my colleague Carol Dweck in the Department of Psychology at Stanford University today you'...
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Episode: How to Enhance Performance & Learning by Applying...
The podcast highlighted the work of Carol Dweck, who discovered the concept of growth mindset and how it is related to our ability to learn and improve. This concept contrasts with the fixed mindset, where individuals believe their abilities are innate and unchanging.
No discussion of growth mindset would be complete without mentioning that growth mindset is the brainchild of my colleague Carol Dweck in the Department of Psychology at Stanford University today you'll learn how she discovered growth mindset and you will learn how others have taken that discovery and expanded upon it and especially its application in and out of the classroom.
The research paper I'd like to discuss briefly that beautifully embodies the runway that led to the discovery of growth mindset is paper from Dr. Carol Duac as well as her colleague Claudia Mueller and the title of the paper essentially says it all the title is praise for intelligence can undermine children's motivation and performance
The paper was published in 1998 but just two years prior in 1996 there was a survey of parents asking to what extent do you believe that intelligence is fixed? An 85% answered that they thought that intelligence was fixed
This paper was really ahead of its time and it's really what seeded the entire field of growth mindset and the understanding of what that is
The study I'm referring to is a study first author, Mangle's last author No surprise, Carol Dweck And it's entitled Why do beliefs about intelligence influence learning success? A social-cognitive neuroscience model