The Growth Mindset | Carol Dweck | Talks at Google

Introduction and Excitement

The speaker expresses excitement about the full room and the live stream audience. They introduce Professor Carol Dweck from Stanford University.

Introduction of Professor Carol Dweck

• Professor Carol Dweck is introduced as the Lewis and Virginia Eaton professor of psychology at Stanford University.

• She is known for her work on mindsets that influence behavior.

• She holds a BA in psychology from Columbia University and a Ph.D. in psychology from Yale.

• She is the author of the bestselling book, "Mindset: The New Psychology of Success."

Book Availability and Speaker's Credentials

The availability of books for purchase is mentioned, along with the speaker's credentials.

Book Availability and Speaker's Credentials

• Books are available for purchase at the back of the room.

• The speaker encourages attendees to buy a copy.

• Professor Carol Dweck has spoken on prestigious platforms such as TED, United Nations, and the White House.

• Her work has received numerous awards.

Discrediting Self Esteem Movement

The self-esteem movement of the 1990s is discussed, highlighting its failure and negative impact.

Discrediting Self Esteem Movement

• In the 1990s, there was a widespread belief in promoting high self-esteem to motivate people.

• However, this approach led to mediocrity acceptance instead of encouraging individuals to reach their potential.

• Research showed that telling people they were smart actually backfired by making them afraid of challenges.

Discovering Mindsets

Professor Carol Dweck explains her interest in researching motivation and learning, leading to the discovery of mindsets.

Discovering Mindsets

• Professor Dweck was interested in understanding why some people shy away from challenges while others embrace them.

• This curiosity led to the discovery of mindsets.

• Some people believe their talents and abilities are fixed traits, while others believe they can be developed through hard work and good strategies.

• Having a fixed mindset makes individuals afraid of challenges, while a growth mindset encourages embracing challenges for personal growth.

Role of Innate Talent

The role of innate talent is discussed, challenging the belief that success is solely based on natural abilities.

Role of Innate Talent

• While talent exists, the perception that successful individuals were born with it is misleading.

• Many successful people put in significant effort, faced obstacles, and persevered to achieve greatness.

• Passion and talent may exist naturally but need to be developed through hard work and dedication.

Coexistence of Fixed and Growth Mindsets

The coexistence of fixed and growth mindsets within individuals is explained.

Coexistence of Fixed and Growth Mindsets

• Individuals can have both fixed mindsets in certain areas and growth mindsets in others.

• It's common for people to have a mixture of mindsets depending on different aspects of their lives.

Triggers of the Fixed Mindset

The speaker discusses the importance of identifying triggers that activate the fixed mindset and hinder personal growth.

Identifying Triggers

• When facing a big challenge, do you worry about unmasking deficiencies?

• How do setbacks affect your mindset?

• How do you react to criticism?

• Do you feel jealous or inspired when encountering someone better than you?

Being Aware of Trigger Moments

• Pay attention to how you feel during trigger moments.

• Strive to shift towards a growth mindset.

The Power of Words: Smart vs. Stupid

The speaker emphasizes the impact of words on our mindset and highlights the negative effects of using labels like "smart" and "stupid."

Banning Trigger Words

• Avoid using words like "smart" and "stupid."

• Raise awareness about their influence on self-perception.

Consequences of Labeling

• Calling someone smart puts them in a box or on a pedestal.

• It limits one's willingness to take risks and embrace challenges.

• Implying that being smart is more important than making mistakes or working hard narrows one's perspective.

Research on Growth Mindset in Education

The speaker discusses research findings related to growth mindset in educational settings, highlighting its positive impact on student performance.

Correlation Studies

• Students with a growth mindset tend to perform better academically.

• Research conducted with tens of thousands of students supports this correlation.

Teaching Growth Mindset

• Introducing students to the concept of neuroplasticity and how effort leads to intelligence helps foster a growth mindset.

• Students who learn about growth mindset show improvement across challenging courses and transitions.

Standardized Testing vs. Growth Mindset in Education

The speaker addresses the conflict between standardized testing and promoting a growth mindset in education.

Unintended Consequences of Standardized Testing

• Standardized tests were initially introduced to address educational disparities.

• However, they have led to an excessive focus on test preparation and teaching to the test.

• Students perceive these tests as measures of their intelligence and future success.

Balancing Priorities

• Schools need to find a balance between preparing students for standardized tests and fostering a love for learning and embracing challenges.

• Promoting a growth mindset can help shift the focus from end results to the process of learning.

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Growth Mindset Organizations

In this section, Carol Dweck discusses the concept of growth mindset organizations and how they differ from fixed mindset organizations. She shares insights from her research on Fortune 500 companies and highlights the impact of mindset on employee empowerment, commitment, and company values.

Identifying Growth Mindset Organizations

• Carol Dweck identifies organizations that value raw talent above all else or believe in everyone's ability to improve and develop.

• Research conducted by asking employees in different Fortune 500 organizations about their company's mindset revealed remarkable consensus within organizations.

• Employees in growth mindset organizations felt more empowered and committed to the organization compared to those in fixed mindset organizations.

Differences between Growth Mindset and Fixed Mindset Organizations

• Employees in growth mindset organizations reported that their companies valued creativity, innovation, teamwork, and supported reasonable risk-taking.

• In contrast, employees in fixed mindset organizations felt that although their companies talked about innovation and creativity, there were consequences if things didn't work out.

• Managers in growth mindset organizations recognized the potential for employees to rise within the organization, while fixed mindset organizations focused more on hiring and retaining talent without considering long-term potential.

Strategies for Identifying Growth Mindset Individuals

In this section, Carol Dweck discusses strategies for interviewers to identify individuals with a growth mindset during candidate selection processes. She draws parallels from her experience working with a major league baseball team and provides examples of questions that can help assess an individual's readiness to learn and embrace challenges.

Assessing Readiness for Learning

• Asking candidates about their greatest failures can reveal how they take responsibility for mistakes and whether they use failures as opportunities for personal growth.

• Candidates who capitalize on failures to add value back into the company demonstrate a growth mindset.

• Readiness to learn and share credit are important qualities to assess during interviews.

Malleability of Intelligence and Physiological Differences

Carol Dweck addresses the resistance some individuals have towards accepting that talent and intelligence can be developed. She emphasizes that skills and abilities are malleable, but also highlights fascinating studies on physiological differences between individuals with growth mindset versus fixed mindset.

Malleability of Intelligence

• Skills and abilities are known to be malleable, contributing to performance.

• Studies have explored brain activity in individuals with growth mindset versus fixed mindset as they work on challenging tasks and make errors.

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New Section

This section discusses the malleability of the teenage brain and its potential for growth. It also explores how some teenagers gain IQ points while others lose them based on their mindset and approach to challenges.

Teenage Brain Malleability

• The teenage brain is highly malleable and undergoes tremendous potential growth.

• A study tracked teenagers from ages 14 to 18 and found that some gained IQ points while others lost them.

• Teenagers who took on challenges, worked hard, and actively learned developed denser neurons in relevant parts of their brains.

• Those with a fixed mindset were more likely to lose IQ points and exhibit a desire to cheat.

New Section

This section focuses on the relationship between mindset and cheating behavior. It highlights how individuals with a fixed mindset are more prone to cheating compared to those with a growth mindset.

Cheating Behavior

• Cheating tendencies are more prevalent among individuals with a fixed mindset.

• In a fixed mindset, individuals may resort to circuitous means or consider cheating when faced with challenges or poor performance.

• Those with a growth mindset are more inclined towards actual learning and finding ways to improve without resorting to cheating.

New Section

This section explores the connection between mindset, cheating, and organizational culture. It emphasizes how a growth mindset fosters collaboration, teamwork, and discourages cheating within an organization.

Mindset and Organizational Culture

• Research shows that organizations with a fixed mindset have higher instances of cheating and deception.

• In such organizations, individuals strive for personal acclaim and power at the expense of others.

• On the other hand, organizations promoting a growth mindset encourage collaboration, learning, and tackling challenges together, reducing the likelihood of cheating.

New Section

This section discusses strategies for shifting organizational culture towards a growth mindset and addressing cultural problems related to cheating.

Shifting Organizational Culture

• To shift organizational culture, it is crucial for leaders to communicate and explain the new value system based on a growth mindset.

• The new value system should emphasize taking on challenges, rewarding reasonable risk-taking, teamwork, sharing information, and evaluating performance based on learning and contribution.

• Evaluations, rewards, mentoring programs should align with the principles of a growth mindset to reinforce the desired cultural shift.

New Section

This section delves into the concept of "yet" as a powerful tool in fostering a growth mindset. It highlights how using "yet" can change fixed mindset statements into growth mindset perspectives.

The Power of Yet

• The concept of "yet" was observed in a high school where students received the grade "Not Yet" instead of failing grades.

• "Not Yet" implies being on a learning trajectory rather than being unsuccessful.

• Using "not yet" after wrong answers helps maintain motivation and encourages persistence.

• Adding "yet" to fixed mindset statements or hearing employees say "I'm no good at this yet" reframes their perspective in a growth mindset context.

New Section

This section explores how the concept of growth mindset can be incorporated into gaming experiences to enhance learning outcomes.

Growth Mindset in Gaming

• Collaborating with researchers from the University of Washington, a math game called Brain Points was developed to incorporate growth mindset principles.

• Algorithms within the game were designed to promote a growth mindset by rewarding effort, persistence, and learning.

• The game aimed to encourage players to adopt a growth mindset while engaging with math concepts.

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New Section

In this section, the speaker discusses the comparison between Brain Points and the standard version of a game. The standard version rewards points for answering problems correctly, while Brain Points apologizes if players zoom through and don't earn any points.

Comparing Brain Points to the Standard Version

• The standard version of the game rewards points for answering problems correctly, while Brain Points apologizes if players zoom through and don't earn any points.

• Grade school students played longer with Brain Points because they could leave the game at any point. They used more strategies and persevered on difficult problems longer.

• In the standard version, mostly high achievers played to the end. However, in the Brain Points version, both lower and medium achievers also stayed till the end.

New Section

In this section, the speaker discusses what keeps them up at night regarding their research on mindset principles.

Challenges and Revisiting Ideas

• The speaker constantly challenges their ideas and theories to identify potential improvements or errors as soon as possible.

• They are interested in exploring different areas where mindset principles can be applied, such as researching peace in the Middle East.

• The speaker aims to extend mindset principles into new areas and implement them to benefit more children who need this way of thinking.

New Section

In this section, the speaker expresses concerns about people developing a false growth mindset and emphasizes that developing a growth mindset is a lifelong journey.

False Growth Mindset

• The speaker fears that people may develop a false growth mindset, where they claim to have it but don't truly understand its principles.

• Developing a growth mindset requires more than just being open-minded or nice. It involves monitoring trigger points and approaching challenges with a growth mindset.

• The speaker is writing about the concept of false growth mindset to educate educators and emphasize the importance of taking a journey towards developing a genuine growth mindset.

New Section

In this section, the speaker discusses how some teachers and parents who claim to have a growth mindset may unknowingly create fixed mindsets in children.

Teachers and Parents' Mindset

• Research shows that many teachers and parents who claim to have a growth mindset respond to kids in ways that actually create fixed mindsets.

• The speaker highlights the importance of understanding how our words and actions can influence children's mindsets.

• It is crucial for teachers and parents to be aware of their responses and ensure they are fostering a genuine growth mindset in children.

New Section

In this section, an audience member seeks advice on what to say to children without using the word "smart" when discussing their achievements or challenges.

Providing Feedback

• Instead of focusing on intelligence, show interest in the process the child is engaged in.

• Ask questions, give encouragement for trying new strategies or sticking with them.

• Appreciate progress by tying it to specific efforts made by the child. Avoid praising effort that isn't present.

New Section

In this section, the speaker addresses the role of shame in fixed and growth mindsets.

Shame and Mindset

• Research indicates that shame plays a significant role in a fixed mindset.

• The speaker emphasizes the importance of understanding how shame can hinder growth and learning.

• Further exploration is needed to fully understand the relationship between shame and mindset.

New Section

This section discusses the impact of shame and the importance of a growth mindset in dealing with emotions and challenges.

Shame and its Effects

• Shame is not a productive emotion as it leads to hiding or lashing out violently.

• In a growth mindset, disappointment, hurt, and guilt can be felt but these emotions allow for constructive progress.

Stereotypes and Growth Mindset

• Research has shown that stereotypes interact with growth mindset.

• Fixed mindsets reinforce stereotypes, while growth mindsets enable individuals to believe they can improve and succeed.

• Females with fixed mindsets about math or computer science are more vulnerable to stereotypes.

Impact on Women in Academics

• Women with fixed mindsets about their abilities in calculus were affected by stereotyping, leading to decreased confidence and interest in the subject.

• On the other hand, women with growth mindsets maintained their confidence, enjoyment of math, and desire to pursue it further. Similar findings were observed in computer science studies.

Growth Mindset and Stereotyping

• Teaching a growth mindset helps women withstand stereotypes, maintain interest, sense of belonging, resulting in higher grades. The intersection between growth mindset and stereotyping is an area of great interest for research.

New Section

This section explores contexts where a fixed mindset may be more beneficial than a growth mindset.

Contextual Considerations

• A growth mindset doesn't require improving everything; focus can be directed towards specific areas.

• Research suggests that a fixed mindset may be more advantageous in the areas of sexual orientation and aging.

New Section

This section provides specific behaviors to cultivate a growth mindset and emphasizes the ongoing nature of the journey.

Cultivating a Growth Mindset

• Choose challenges over safe options.

• Interpret obstacles as opportunities for learning and growth.

• Learn from those who are better than you.

• Monitor fixed mindset triggers and actively work towards adopting a growth mindset.

Continuous Journey

• Developing a growth mindset is an ongoing process that requires constant self-reflection and awareness of one's thoughts and beliefs.

New Section

This section discusses the importance of listening to the fixed mindset voice in our heads and how it can impact our behavior.

Listening to the Fixed Mindset Voice

• It is important to listen to the voice in our head that represents a fixed mindset .

• By acknowledging and discussing this voice with friends, we can become more aware of its influence on our thoughts and actions .

• We should catch ourselves when we think someone is effortlessly brilliant or not good at something, as these are fixed mindset thoughts .

New Section

In this section, Carol Dweck talks about patterns she has observed regarding fixed and growth mindsets in children.

Patterns in Mindsets Among Children

• There may be temperamental factors that contribute to fixed or growth mindsets in children .

• The environment plays a significant role in shaping a child's mindset. For example, mothers' praise given to their young children predicts their mindset and desire for challenge years later .

• How parents react to their children's mistakes also influences their mindset. If mistakes are treated negatively or glossed over without addressing them, it can lead to a fixed mindset .

New Section

The speaker expresses gratitude for Carol Dweck's visit and acknowledges the audience's participation.

Conclusion

• The speaker thanks Carol Dweck for her time and acknowledges the turnout for her talk at Google .

The transcript provided does not contain timestamps for all sections.