ABOUT THE SPEAKER
Carol Dweck - Psychologist
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success.

Why you should listen

As Carol Dweck 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."

Dweck is a professor at Stanford and the author of Mindset, a classic work on motivation and "growth mindset." Her work is influential among educators and increasingly among business leaders as well.

More profile about the speaker
Carol Dweck | Speaker | TED.com
TEDxNorrkoping

Carol Dweck: The power of believing that you can improve

卡罗尔•德韦克: 请相信,你可以进步

Filmed:
10,274,895 views

卡罗尔•德韦克研究「成长型思维模式」——我们能够锻炼大脑,提升学习和解决问题的能力。面对一个对你而言稍稍偏难的问题,你如何应对?在这个演讲中,德韦克描述了两种不同的应对心态:我还不够聪明,或是,我正在解决的路上。这则演讲,会很好地带领你了解这个领域。
- Psychologist
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success. Full bio

Double-click the English transcript below to play the video.

00:13
The power功率 of yet然而.
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专注过程,而不是结果。
00:15
I heard听说 about a high school学校 in Chicago芝加哥
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我听说,在芝加哥有一所高中,
00:17
where students学生们 had to pass通过
a certain某些 number of courses培训班 to graduate毕业,
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那儿的学生毕业前要通过一系列课程,
00:22
and if they didn't pass通过 a course课程,
they got the grade年级 "Not Yet然而."
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如果某一门课没有通过,
成绩就是「暂未通过」。
00:28
And I thought that was fantastic奇妙,
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我想,这真是个绝妙的做法,
00:30
because if you get a failing失败 grade年级,
you think, I'm nothing, I'm nowhere无处.
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因为,如果你某门课的成绩不及格,
你会想,我什么都不是,我什么都没有学到。
00:34
But if you get the grade年级 "Not Yet然而"
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但如果你的成绩是「暂未通过」,
00:37
you understand理解 that
you're on a learning学习 curve曲线.
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你会明白,学习的步伐并没有停下,
00:40
It gives you a path路径 into the future未来.
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你还需逐步向前,争取未来。
00:44
"Not Yet然而" also gave me insight眼光
into a critical危急 event事件 early in my career事业,
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「暂未通过」也让我联想起一件尤为重要的
发生在我职业生涯初期的事情,
00:52
a real真实 turning车削 point.
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这件事对我而言是一个转折点。
00:54
I wanted to see
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当时,我想探究
00:56
how children孩子 coped应对
with challenge挑战 and difficulty困难,
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孩子是如何应对挑战和困难的,
01:01
so I gave 10-year-olds- 年的孩子
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因此,我让一些10岁大的孩子
01:04
problems问题 that were
slightly too hard for them.
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尝试解决一些对于他们而言
稍稍偏难的问题。
01:09
Some of them reacted反应
in a shockingly令人吃惊 positive way.
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一些孩子积极应对的方式让我感到震惊。
01:14
They said things like,
"I love a challenge挑战,"
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他们会这样说,
「我喜欢挑战,」
01:17
or, "You know, I was hoping希望
this would be informative信息."
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或说,「你知道的,我希望能有所获。」
01:23
They understood了解
that their abilities能力 could be developed发达.
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这些孩子明白,他们的能力是可以提升的。
01:29
They had what I call a growth发展 mindset心态.
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他们有我所说的成长型思维模式。
01:33
But other students学生们 felt
it was tragic悲惨, catastrophic灾难性的.
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但另一些孩子觉得面对这些难题
是不幸,宛如面对一场灾难。
01:38
From their more fixed固定 mindset心态 perspective透视,
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从他们的固定型思维角度来看,
01:43
their intelligence情报 had been
up for judgment判断 and they failed失败.
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他们的才智受到了评判,
而他们失败了。
01:50
Instead代替 of luxuriatingluxuriating
in the power功率 of yet然而,
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他们不懂得享受学习的过程,
01:54
they were gripped抓住 in the tyranny暴政 of now.
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而只盯住眼前的成与败,
01:59
So what do they do next下一个?
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这些孩子们后面表现如何?
02:01
I'll tell you what they do next下一个.
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让我告诉你他们的表现。
02:04
In one study研究, they told us
they would probably大概 cheat作弊 the next下一个 time
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在一项研究中,他们告诉我们,
如果他们某次考试未通过,
02:09
instead代替 of studying研究 more
if they failed失败 a test测试.
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他们很可能会在下次考试中作弊,
而不是更加努力地学习。
02:14
In another另一个 study研究, after a failure失败,
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在另一项研究中,他们挂了一门后,
02:16
they looked看着 for someone有人
who did worse更差 than they did
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他们会找到那些考得还不如他们高的孩子,
02:20
so they could feel really
good about themselves他们自己.
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以寻求自我安慰。
02:25
And in study研究 after study研究,
they have run from difficulty困难.
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后续的研究陆续表明,
他们会逃避困难。
02:31
Scientists科学家们 measured测量
the electrical电动 activity活动 from the brain
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科学家们监测了学生们面对错误时的
02:36
as students学生们 confronted面对 an error错误.
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脑电活动图像。
02:40
On the left, you see
the fixed固定 mindset心态 students学生们.
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在左侧,是固定型思维模式的学生,
02:44
There's hardly几乎不 any activity活动.
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几乎没有什么活动。
02:46
They run from the error错误.
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他们在错误面前选择了逃避。
02:48
They don't engage从事 with it.
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他们没有积极地投入。
02:51
But on the right, you have
the students学生们 with the growth发展 mindset心态,
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但请看右侧,这是成长型思维模式的学生,
02:55
the idea理念 that abilities能力 can be developed发达.
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这些学生相信能力会通过锻炼得以提升。
02:59
They engage从事 deeply.
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他们积极地应对错误。
03:01
Their brain is on fire with yet然而.
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他们的大脑在高速运转,
03:04
They engage从事 deeply.
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他们积极地投入,
03:05
They process处理 the error错误.
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他们剖析错误,
03:08
They learn学习 from it and they correct正确 it.
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从中学习,最终订正。
03:13
How are we raising提高 our children孩子?
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如今我们是如何教育孩子的呢?
03:16
Are we raising提高 them for now
instead代替 of yet然而?
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是教育他们专注眼前,而不是注重过程吗?
03:21
Are we raising提高 kids孩子 who are
obsessed痴迷 with getting得到 A's?
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我们培育了一些迷恋刷A的孩子们吗?
03:26
Are we raising提高 kids孩子 who don't know
how to dream梦想 big dreams?
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我们培育了没有远大理想的孩子们吗?
03:31
Their biggest最大 goal目标 is getting得到 the next下一个 A
or the next下一个 test测试 score得分了?
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他们最远大的目标就是再拿一个A,
心里所想的就是下一次考试吗?
03:39
And are they carrying携带 this need
for constant不变 validation验证 with them
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他们在今后的生活中,都以分数的高低
03:45
into their future未来 lives生活?
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来评判自己吗?
03:48
Maybe, because employers雇主
are coming未来 to me and saying,
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或许是的,因为企业雇主们跑来找我,
03:51
we have already已经 raised上调 a generation
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说我们养育的这新一代走上工作岗位的人,
03:55
of young年轻 workers工人 who
can't get through通过 the day
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如果不给他们奖励,
他们一天都过不下去。
03:59
without an award.
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04:02
So what can we do?
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我们该怎么做呢?
04:05
How can we build建立 that bridge to yet然而?
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如何让孩子注重过程而不是结果呢?
04:09
Here are some things we can do.
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我们可以做这样几件事。
04:11
First of all, we can praise赞美 wisely明智,
not praising赞美 intelligence情报 or talent天赋.
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首先,我们可以有技巧地去表扬:
不去表扬天分或才智,
04:18
That has failed失败.
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这行不通。
04:20
Don't do that anymore.
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不要再这样做了。
04:22
But praising赞美 the process处理
that kids孩子 engage从事 in:
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而是要对孩子积极投入的过程进行表扬:
04:26
their effort功夫, their strategies策略,
their focus焦点, their perseverance毅力,
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他们的努力与策略,
他们的专注、坚持与进步。
04:30
their improvement起色.
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04:32
This process处理 praise赞美
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对过程的表扬
04:34
creates创建 kids孩子 who are hardy耐寒 and resilient弹性.
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会塑造孩子的韧性。
04:39
There are other ways方法 to reward奖励 yet然而.
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还有其他的办法来奖励过程。
04:42
We recently最近 teamed联手 up with game游戏 scientists科学家们
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最近,我们与来自华盛顿大学的
游戏研究者合作,
04:46
from the University大学 of Washington华盛顿
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04:48
to create创建 a new online线上 math数学 game游戏
that rewarded奖励 yet然而.
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制作了一款奖励过程的数学游戏。
04:54
In this game游戏, students学生们 were rewarded奖励
for effort功夫, strategy战略 and progress进展.
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在这个游戏中,学生们因他们的
努力、策略与进步而受到奖励。
05:00
The usual通常 math数学 game游戏
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通常的数学游戏中,
05:02
rewards奖励 you for getting得到
answers答案 right right now,
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玩家只有在解得正确答案后
才能得到奖励,
05:07
but this game游戏 rewarded奖励 process处理.
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但这个游戏奖励过程。
05:10
And we got more effort功夫,
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随着游戏的深入,
孩子们更加努力,
05:12
more strategies策略,
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想出更多的策略,
05:15
more engagement订婚 over
longer periods of time,
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身心更加投入,
05:19
and more perseverance毅力 when
they hit击中 really, really hard problems问题.
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当遇到尤为困难的问题时,
他们也展现了更为持久的韧劲。
05:25
Just the words "yet然而"
or "not yet然而," we're finding发现,
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我们发现,注重过程的思维模式,
05:28
give kids孩子 greater更大 confidence置信度,
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会赋予孩子们更多自信,
05:32
give them a path路径 into the future未来
that creates创建 greater更大 persistence坚持.
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指引他们不断向前,越发坚持不懈。
05:39
And we can actually其实
change更改 students'学生们' mindsets心态.
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事实上,我们能够改变学生的思维模式。
05:44
In one study研究, we taught them
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在一项研究中,我们告诉学生们,
05:47
that every一切 time they push
out of their comfort安慰 zone
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每当他们迫使自己走出舒适区,
05:51
to learn学习 something new and difficult,
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学习新知识,迎接新挑战,
05:54
the neurons神经元 in their brain can form形成
new, stronger connections连接,
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大脑中的神经元会形成新的
更强的连接,
06:00
and over time they can get smarter聪明.
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他们会逐渐变得越来越聪明。
06:04
Look what happened发生: in this study研究,
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看看后面发生了什么吧:在这项研究中,
06:06
students学生们 who were not
taught this growth发展 mindset心态
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没有接受成长型思维模式训练的学生,
06:10
continued继续 to show显示 declining下降 grades等级
over this difficult school学校 transition过渡,
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在这一困难的过渡阶段,成绩持续下滑,
06:16
but those who were taught this lesson
showed显示 a sharp尖锐 rebound篮板球 in their grades等级.
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但那些受过该训练的学生,
成绩强势反弹,卓有起色。
06:23
We have shown显示 this now,
this kind of improvement起色,
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如今,我们已证实这一结论,
06:29
with thousands数千 and thousands数千 of kids孩子,
especially特别 struggling奋斗的 students学生们.
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通过成千上万个孩子的实例,
尤其是那些在学业上挣扎的孩子。
06:35
So let's talk about equality平等.
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那我们就来谈谈教育平等吧。
06:40
In our country国家, there are
groups of students学生们
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在我们国家,有些特定区域的孩子
06:44
who chronically长期地 underperform表现不佳,
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总是在学业上处于下游,
06:47
for example, children孩子 in inner cities城市,
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比如,内城区的孩子,
06:50
or children孩子 on
Native本地人 American美国 reservations预订.
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或印第安人居留地里的孩子。
06:54
And they've他们已经 doneDONE so poorly不好 for so long
that many许多 people think it's inevitable必然.
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长期以来这里的孩子都没什么起色,
以致于很多人认为没的救了。
07:01
But when educators教育工作者 create创建
growth发展 mindset心态 classrooms教室 steeped浸淫 in yet然而,
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但是当教育家们将孩子的思维
转变为成长型思维模式时,
07:09
equality平等 happens发生.
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教育平等实现了。
07:12
And here are just a few少数 examples例子.
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举几个例子吧。
07:17
In one year, a kindergarten幼儿园 class
in Harlem哈林, New York纽约
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纽约哈莱姆区的一所幼儿园的学生
在一年的时间内,
07:23
scored进球 in the 95th percentile百分
on the National国民 Achievement成就 Test测试.
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国家水平测试(National Achievement Test)
成绩飞跃到前百分之五。
07:30
Many许多 of those kids孩子 could not hold保持 a pencil铅笔
when they arrived到达 at school学校.
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这些孩子中有很多在入学时甚至还不会握笔。
07:37
In one year,
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一年之内,
07:40
fourth第四 grade年级 students学生们
in the South Bronx布朗克斯, way behind背后,
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远远落后的南布朗克斯区的四年级学生,
07:45
became成为 the number one fourth第四 grade年级 class
in the state of New York纽约
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其标准数学测试成绩攀升到
07:51
on the state math数学 test测试.
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纽约州所有四年级学生的第一名。
07:55
In a year to a year and a half,
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在一年到一年半的时间内,
07:59
Native本地人 American美国 students学生们
in a school学校 on a reservation保留
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某印第安人居留地的一所学校里的学生
08:04
went from the bottom底部 of their district
to the top最佳,
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成绩从全区垫底到名列前茅,
08:11
and that district included包括
affluent富裕的 sections部分 of Seattle西雅图.
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而这个区包括了西雅图市的富饶地段。
08:17
So the native本地人 kids孩子 outdid胜过
the Microsoft微软 kids孩子.
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印第安孩子战胜了「微软」孩子。
08:24
This happened发生 because the meaning含义
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这得以实现的原因,是努力与困难的意义
08:27
of effort功夫 and difficulty困难 were transformed改造.
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在孩子心目中发生了改变。
08:32
Before, effort功夫 and difficulty困难
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在此之前,努力与困难
08:36
made制作 them feel dumb,
made制作 them feel like giving up,
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让他们感觉自己很笨,
让他们想放弃,
08:41
but now, effort功夫 and difficulty困难,
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但如今,正是努力与困难让
08:45
that's when their neurons神经元
are making制造 new connections连接,
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他们大脑中的神经元得以形成新的连接,
08:49
stronger connections连接.
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更强的连接。
08:50
That's when they're getting得到 smarter聪明.
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正是在这个过程中,他们变得越来越聪明。
08:54
I received收到 a letter recently最近
from a 13-year-old-岁 boy男孩.
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最近,我收到一个13岁男孩的来信。
08:59
He said, "Dear Professor教授 Dweck德维克,
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他说,「亲爱的德韦克教授,
09:03
I appreciate欣赏 that your writing写作 is based基于
on solid固体 scientific科学 research研究,
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我欣赏你的著作,
因为它们都基于可靠的科学试验,
09:10
and that's why I decided决定
to put it into practice实践.
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因此,我决定将你的方法付诸实践。
09:15
I put more effort功夫 into my schoolwork学校工作,
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我更用功地学习,
09:19
into my relationship关系 with my family家庭,
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更用心地处好与家人的关系,
09:22
and into my relationship关系
with kids孩子 at school学校,
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与同学的关系,
09:27
and I experienced有经验的 great improvement起色
in all of those areas.
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而在这些方面我都有了长足的进步。
09:34
I now realize实现 I've wasted浪费
most of my life."
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现在我才意识到,过去浪费了太多生命。」
09:41
Let's not waste浪费 any more lives生活,
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让我们不再浪费生命,
09:46
because once一旦 we know
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因为,既然我们知道
09:50
that abilities能力 are capable of such这样 growth发展,
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能力可以增长,
09:56
it becomes a basic基本 human人的 right
for children孩子, all children孩子,
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那么,生活在一个能激发进步
10:02
to live生活 in places地方 that create创建 that growth发展,
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并让这一切变得可能的地方
10:08
to live生活 in places地方 filled填充 with yet然而.
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就是每个孩子的权利。
10:15
Thank you.
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谢谢。
10:16
(Applause掌声)
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(掌声)
Translated by Yumeng Guo
Reviewed by Peipei Xiang

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ABOUT THE SPEAKER
Carol Dweck - Psychologist
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success.

Why you should listen

As Carol Dweck 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."

Dweck is a professor at Stanford and the author of Mindset, a classic work on motivation and "growth mindset." Her work is influential among educators and increasingly among business leaders as well.

More profile about the speaker
Carol Dweck | Speaker | TED.com