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Developing a growth mindset in these adolescents was shown to reduce this adverse effect. These studies illustrate how educators can intervene, encouraging a growth mindset, by allowing students to see that their behavior can be changed with effort. [47] Criticism has been directed at "growth mindset" and related research, however.
However, different types of praise can lead to the development of different views on intelligence. Young children who hear praise that values high intelligence as a measure of success, such as "You must be smart at these problems," may link failure with a lack of intelligence and are more susceptible to developing an entity mindset.
Many neuroscientists believe that the human mind is largely an emergent property of the information processing of its neuronal network. [9]Neuroscientists have stated that important functions performed by the mind, such as learning, memory, and consciousness, are due to purely physical and electrochemical processes in the brain and are governed by applicable laws.
Dweck has described fixed-mindset individuals as dreading failure because it is a negative statement on their basic abilities, while growth mindset individuals don't mind or fear failure as much because they realize their performance can be improved and learning comes from failure. [14]
The Wisconsin Card Sorting Test (WCST) is a neuropsychological test of set-shifting, which is the capability to show flexibility when exposed to changes in reinforcement. [1] [2] The WCST was written by David A. Grant and Esta A. Berg.
Adult development is a somewhat new area of study in the field of psychology. Previously it was assumed that development would cease at the end of adolescence. Further research has concluded that development continues well after adolescence and into late adulthood.
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