TEDxNorrkoping
Carol Dweck: The power of believing that you can improve
卡蘿·德威克: 相信你能進步的力量
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卡蘿·德威克研究「成長型思維」—即我們能發展我們大腦學習及解決問題的能力。她在此演講中，描述在面對難度稍微太高的問題時，有兩種思考的方法：你是不夠聰明解決問題，還是你只是「還沒」想到解決法？此演講是這個有影響力的領域極好的概論。
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. Full bio
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 of yet.
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「還沒」的力量。
00:15
I heard about a high school in Chicago
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我聽說芝加哥有一所高中，
00:17
where students had to pass
a certain number of courses to graduate,
a certain number of courses to graduate,
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學生必須過了一定數量的
必修課才能畢業，
必修課才能畢業，
00:22
and if they didn't pass a course,
they got the grade "Not Yet."
they got the grade "Not Yet."
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如果他們有某門課沒過，
那門成績就打成「還沒過」。
那門成績就打成「還沒過」。
00:28
And I thought that was fantastic,
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我認為這超棒的，
00:30
because if you get a failing grade,
you think, I'm nothing, I'm nowhere.
you think, I'm nothing, I'm nowhere.
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因為如果你當了，你就會想，
我真沒用，一事無成。
我真沒用，一事無成。
00:34
But if you get the grade "Not Yet"
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但是如果你的成績
寫的是「還沒過」，
寫的是「還沒過」，
00:37
you understand that
you're on a learning curve.
you're on a learning curve.
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你知道你還在學習中。
00:40
It gives you a path into the future.
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它給你一條生路。
00:44
"Not Yet" also gave me insight
into a critical event early in my career,
into a critical event early in my career,
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「還沒」也讓我在早期職業生涯中
對一件很關鍵的事有深入的了解，
對一件很關鍵的事有深入的了解，
00:52
a real turning point.
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一個真正的轉捩點。
00:54
I wanted to see
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那時我想知道
00:56
how children coped
with challenge and difficulty,
with challenge and difficulty,
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孩童如何應付挑戰與困難，
01:01
so I gave 10-year-olds
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所以我給十歲的孩童
01:04
problems that were
slightly too hard for them.
slightly too hard for them.
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一些有點超齡的問題。
01:09
Some of them reacted
in a shockingly positive way.
in a shockingly positive way.
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有些孩童的反應驚人之積極。
01:14
They said things like,
"I love a challenge,"
"I love a challenge,"
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他們會說像是「我喜歡挑戰」，
01:17
or, "You know, I was hoping
this would be informative."
this would be informative."
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或「你知道嗎？
我本來就希望這會讓我有更多的認識。」
我本來就希望這會讓我有更多的認識。」
01:23
They understood
that their abilities could be developed.
that their abilities could be developed.
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他們瞭解他們的能力是可以培養的。
01:29
They had what I call a growth mindset.
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他們擁有我所說的成長型思維。
01:33
But other students felt
it was tragic, catastrophic.
it was tragic, catastrophic.
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但是其它的學生卻覺得
很悲慘、被擊敗了。
很悲慘、被擊敗了。
01:38
From their more fixed mindset perspective,
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從他們傾向固定型思維的觀點來看，
01:43
their intelligence had been
up for judgment and they failed.
up for judgment and they failed.
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他們的智力受到判斷，
而他們失敗了。
而他們失敗了。
01:50
Instead of luxuriating
in the power of yet,
in the power of yet,
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他們不但不能盡情享受
「還沒」的力量，
「還沒」的力量，
01:54
they were gripped in the tyranny of now.
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他們反而困在目前的艱難處境。
01:59
So what do they do next?
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所以他們下一步會怎麼做？
02:01
I'll tell you what they do next.
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我告訴你們他們下一步會怎麼做。
02:04
In one study, they told us
they would probably cheat the next time
they would probably cheat the next time
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在一項研究中，他們告訴我們
如果他們沒考過，
如果他們沒考過，
02:09
instead of studying more
if they failed a test.
if they failed a test.
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他們下次可能會作弊，
而不是更用功念書。
而不是更用功念書。
02:14
In another study, after a failure,
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在另一項研究中，在當掉之後，
02:16
they looked for someone
who did worse than they did
who did worse than they did
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他們就去找比他們考得還糟的人，
02:20
so they could feel really
good about themselves.
good about themselves.
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所以他們能自我感覺良好。
02:25
And in study after study,
they have run from difficulty.
they have run from difficulty.
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一項又一項的研究顯示，
他們會逃避困難。
他們會逃避困難。
02:31
Scientists measured
the electrical activity from the brain
the electrical activity from the brain
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科學家測量腦電活動，
02:36
as students confronted an error.
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看學生在出錯時的狀況。
02:40
On the left, you see
the fixed mindset students.
the fixed mindset students.
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在左方，
你看到的是固定型思維的學生。
你看到的是固定型思維的學生。
02:44
There's hardly any activity.
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幾乎測不出什麼活動。
02:46
They run from the error.
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他們逃避錯誤。
02:48
They don't engage with it.
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他們一點也不想參與。
02:51
But on the right, you have
the students with the growth mindset,
the students with the growth mindset,
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但在右邊，
你看到成長型思維的學生，
你看到成長型思維的學生，
02:55
the idea that abilities can be developed.
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即能力是可以培養的想法。
02:59
They engage deeply.
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他們努力參與。
03:01
Their brain is on fire with yet.
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他們的腦部活動如火如荼，
因為「還沒」。
因為「還沒」。
03:04
They engage deeply.
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他們努力參與。
03:05
They process the error.
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他們思考錯誤。
03:08
They learn from it and they correct it.
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他們從中學習並修正。
03:13
How are we raising our children?
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我們是怎麼教養我們的孩子？
03:16
Are we raising them for now
instead of yet?
instead of yet?
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我們教養是只看眼前的成果
而不顧成長的發展？
而不顧成長的發展？
03:21
Are we raising kids who are
obsessed with getting A's?
obsessed with getting A's?
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我們要教養出一心一意
只想得 100 分的孩子？
只想得 100 分的孩子？
03:26
Are we raising kids who don't know
how to dream big dreams?
how to dream big dreams?
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我們要教養出不知道如何
作遠大夢想的孩子？
作遠大夢想的孩子？
03:31
Their biggest goal is getting the next A
or the next test score?
or the next test score?
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他們最大的目標是再拿一個 100 分
或是通過下次考試？
或是通過下次考試？
03:39
And are they carrying this need
for constant validation with them
for constant validation with them
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難道他們一輩子都依賴於
03:45
into their future lives?
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不斷地確認他們很棒？
03:48
Maybe, because employers
are coming to me and saying,
are coming to me and saying,
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或許，是因為有雇主來找我
並對我說，
並對我說，
03:51
we have already raised a generation
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我們已經教養出一個年輕世代，
03:55
of young workers who
can't get through the day
can't get through the day
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他們不知道要怎麼過
03:59
without an award.
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沒有獎勵的一天。
04:02
So what can we do?
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所以我們要怎麼做？
04:05
How can we build that bridge to yet?
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我們要如何築橋
把「還沒」與現在連起來？
把「還沒」與現在連起來？
04:09
Here are some things we can do.
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這些是我們能做的。
04:11
First of all, we can praise wisely,
not praising intelligence or talent.
not praising intelligence or talent.
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第一，我們要有智慧地讚美，
不是讚美他們的聰明或才能。
不是讚美他們的聰明或才能。
04:18
That has failed.
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這樣的讚美已經沒有用。
04:20
Don't do that anymore.
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不要再重蹈覆轍。
04:22
But praising the process
that kids engage in:
that kids engage in:
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而是要讚美孩子參與的過程：
04:26
their effort, their strategies,
their focus, their perseverance,
their focus, their perseverance,
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他們的努力，他們的策略，
他們的專注，他們的堅持，
他們的專注，他們的堅持，
04:30
their improvement.
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他們的進步。
04:32
This process praise
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讚美他們的努力
04:34
creates kids who are hardy and resilient.
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會教養出堅忍不拔的孩子。
04:39
There are other ways to reward yet.
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還有其他的方法獎勵「還沒」。
04:42
We recently teamed up with game scientists
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我們最近與
華盛頓大學的電玩學家合作，
04:46
from the University of Washington
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04:48
to create a new online math game
that rewarded yet.
that rewarded yet.
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設計了一套新的線上數學遊戲，
獎勵「還沒」。
獎勵「還沒」。
04:54
In this game, students were rewarded
for effort, strategy and progress.
for effort, strategy and progress.
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在這個遊戲中，學生因其努力、
策略及過程而受到獎勵。
策略及過程而受到獎勵。
05:00
The usual math game
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一般的數學遊戲
05:02
rewards you for getting
answers right right now,
answers right right now,
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在你答對的瞬間獎勵你，
05:07
but this game rewarded process.
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這組遊戲獎勵的則是過程。
05:10
And we got more effort,
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我們看到學生更加努力、
05:12
more strategies,
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想出更多的策略，
05:15
more engagement over
longer periods of time,
longer periods of time,
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花更長的時間更積極地參與，
05:19
and more perseverance when
they hit really, really hard problems.
they hit really, really hard problems.
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在他們碰到真的很難很難的問題時，
更有毅力。
更有毅力。
05:25
Just the words "yet"
or "not yet," we're finding,
or "not yet," we're finding,
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我們發現簡單一句
「還沒」或「還可以更好」，
「還沒」或「還可以更好」，
05:28
give kids greater confidence,
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就能給孩子更多的信心，
05:32
give them a path into the future
that creates greater persistence.
that creates greater persistence.
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給他們邁向未來的一條生路，
能更有毅力。
能更有毅力。
05:39
And we can actually
change students' mindsets.
change students' mindsets.
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我們還能真正改變學生的思維。
05:44
In one study, we taught them
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在一項研究中，我們教導他們
05:47
that every time they push
out of their comfort zone
out of their comfort zone
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每次他們把自己推出熟悉的舒適區，
05:51
to learn something new and difficult,
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去學習新的、難的東西，
05:54
the neurons in their brain can form
new, stronger connections,
new, stronger connections,
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他們腦中的神經元就開始
形成新的、更強的連結，
形成新的、更強的連結，
06:00
and over time they can get smarter.
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一段時間後他們變得更聰明了。
06:04
Look what happened: in this study,
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來看看發生了什麼：在這項研究中，
06:06
students who were not
taught this growth mindset
taught this growth mindset
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沒有接受成長型思維教學的學生
06:10
continued to show declining grades
over this difficult school transition,
over this difficult school transition,
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在升班換學校等困難時刻
顯示成績持續下滑，
顯示成績持續下滑，
06:16
but those who were taught this lesson
showed a sharp rebound in their grades.
showed a sharp rebound in their grades.
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但是有接受這門思維課程的學生
則顯示成績大幅反彈。
則顯示成績大幅反彈。
06:23
We have shown this now,
this kind of improvement,
this kind of improvement,
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現在我們已經在成千上萬的
孩童上看到這種進步，
孩童上看到這種進步，
06:29
with thousands and thousands of kids,
especially struggling students.
especially struggling students.
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特別是苦苦掙扎的學生。
06:35
So let's talk about equality.
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所以讓我們來談一下平等。
06:40
In our country, there are
groups of students
groups of students
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在美國，有幾類學生
06:44
who chronically underperform,
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長期表現不佳，
06:47
for example, children in inner cities,
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例如貧民區的孩童，
06:50
or children on
Native American reservations.
Native American reservations.
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或是美國原住民保留區的孩童。
06:54
And they've done so poorly for so long
that many people think it's inevitable.
that many people think it's inevitable.
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他們的表現長期如此之差，
大家都認為他們就是這樣。
大家都認為他們就是這樣。
07:01
But when educators create
growth mindset classrooms steeped in yet,
growth mindset classrooms steeped in yet,
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但是當老師以「還沒」觀點
設計成長型思維教學法，
設計成長型思維教學法，
07:09
equality happens.
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平等就發生了。
07:12
And here are just a few examples.
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隨便舉幾個例子。
07:17
In one year, a kindergarten class
in Harlem, New York
in Harlem, New York
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僅一年的時間，
紐約哈林區的一個幼稚園班，
紐約哈林區的一個幼稚園班，
07:23
scored in the 95th percentile
on the National Achievement Test.
on the National Achievement Test.
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其全國能力測驗得分率高達 95%。
07:30
Many of those kids could not hold a pencil
when they arrived at school.
when they arrived at school.
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其中很多小孩剛進學校的時候
還不會拿筆。
還不會拿筆。
07:37
In one year,
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僅一年時間，
07:40
fourth grade students
in the South Bronx, way behind,
in the South Bronx, way behind,
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紐約市南布朗克斯區
嚴重落後的四年級學生，
嚴重落後的四年級學生，
07:45
became the number one fourth grade class
in the state of New York
in the state of New York
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變成紐約州全州數學測驗
排名第一的四年級生。
排名第一的四年級生。
07:51
on the state math test.
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07:55
In a year to a year and a half,
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僅一年到一年半，
07:59
Native American students
in a school on a reservation
in a school on a reservation
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某美國原住民保留區
一所學校的學生
一所學校的學生
08:04
went from the bottom of their district
to the top,
to the top,
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成績從學區的墊底直升第一，
08:11
and that district included
affluent sections of Seattle.
affluent sections of Seattle.
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而且那個學區還包括
西雅圖的富裕區。
西雅圖的富裕區。
08:17
So the native kids outdid
the Microsoft kids.
the Microsoft kids.
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所以原住民小孩比微軟小孩棒多了。
08:24
This happened because the meaning
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能有此結果是因為
08:27
of effort and difficulty were transformed.
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努力與困難的意義有所轉變。
08:32
Before, effort and difficulty
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之前，努力與困難
08:36
made them feel dumb,
made them feel like giving up,
made them feel like giving up,
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讓他們覺得很蠢，
讓他們覺得很想放棄，
讓他們覺得很想放棄，
08:41
but now, effort and difficulty,
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但是現在，努力與困難，
08:45
that's when their neurons
are making new connections,
are making new connections,
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成了他們神經元產生新連結的時候，
08:49
stronger connections.
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還是更強的連結。
08:50
That's when they're getting smarter.
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那就是他們變更聰明的時候。
08:54
I received a letter recently
from a 13-year-old boy.
from a 13-year-old boy.
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我最近收到一封 13 歲男孩
寫給我的信。
寫給我的信。
08:59
He said, "Dear Professor Dweck,
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他說：「親愛的德威克教授，
09:03
I appreciate that your writing is based
on solid scientific research,
on solid scientific research,
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我明白你的文章
有紮實的科學根據，
有紮實的科學根據，
09:10
and that's why I decided
to put it into practice.
to put it into practice.
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這就是為什麼我決定
要將其付諸實踐。
要將其付諸實踐。
09:15
I put more effort into my schoolwork,
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我在課業上下了更多工夫，
09:19
into my relationship with my family,
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還有我與我家人的關係上，
09:22
and into my relationship
with kids at school,
with kids at school,
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還有我與同學的關係上，
09:27
and I experienced great improvement
in all of those areas.
in all of those areas.
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而我在這些方面都經歷長足進步，
09:34
I now realize I've wasted
most of my life."
most of my life."
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我現在才明瞭之前我多浪費生命。」
09:41
Let's not waste any more lives,
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不要再浪費生命了，
09:46
because once we know
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因為一但我們知道
09:50
that abilities are capable of such growth,
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能力是能如此培養成長的，
09:56
it becomes a basic human right
for children, all children,
for children, all children,
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它就變成孩童、所有孩童的
基本人權，
基本人權，
10:02
to live in places that create that growth,
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在創造此等成長的地方生活，
10:08
to live in places filled with yet.
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在充滿「還沒」的氛圍下生活。
10:15
Thank you.
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謝謝。
10:16
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Carol Dweck - PsychologistCarol 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.
Carol Dweck | Speaker | TED.com