Within The Genius in All of Us, Shenk describes an experiment in which psychologist Dweck observed that when 400 students were asked to complete a set of puzzles and upon completion one group would be praised for their natural talent and the other group praised for their work ethic, then were offered either a harder puzzle or an easier puzzle, "A staggering 90% of kids praised for their hard work chose the more difficult puzzles" and "More than half of the kids praised for their inborn intelligence chose the easy follow-up puzzle" (98). Seeing that Shenk uses the experiment to assert that people with a growth mindset are much more intellectually ambitious and successful. Considering the theme of structure and function as it relates to the phenomena observed in the experiment, how is Shenk's idea of a trend being associated with people with belief in malleable intelligence able to be modeled in what we have learned in AP Biology during this year (Hint: Endocrine and Neuro)?
Alex Nye
alex.nye95@gmail.com
Carol Dweck, a professor of psychology at Stanford University, said that the key to intelligence “isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed” (http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/). Not only is intelligence not solely dependent on genes and can be altered by interaction with the environment, but it also requires a conscious decision to be open to improvement. This decision is referring to the Growth Mindset proposed by Carol Dewey: the ability to take learning experiences and always look for ways to make positive decisions to improve our intelligence. Making this decision to partake on an upward path towards success is the first step towards real improvement.
ReplyDeleteIn Dweck’s experiment referred to in Shenk’s book, she explains that different reactions and forms of feedback can affect a person’s intelligence development. Having a growth mindset is seeing the brain as a “muscle that can be trained” (http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/). Therefore, people must learn intelligence through experiences. In one of her studies, Carol Dweck tested two groups of students. The control group was put in a normal classroom and taught the basics of intelligence and given IQ tests. The experimental group, however, was put in a classroom where the teacher taught them about the brain as a malleable thing, and that they have the control over the intelligence they develop. Over the next two months, Dweck was able to see a clear improvement in the test scores and study habits of the kids from the experimental group as compared to the control group (http://news.stanford.edu/news/2007/february7/dweck-020707.html). Ultimately this proved her point, that the growth mindset is a decision that must be made, and once a student decides to follow it there is a clear biological improvement in their brain.
A growth mindset allows children to go out of their comfort zones and attempt activities they might otherwise be afraid to try due to a fear of failure. Believing that their intelligence can only increase with failure, these new experiences they undergo act as sort of intelligence practice for their brain. Their brains undergo more activity; more neurological connections are made as stimulation caused by thinking result in higher levels of hormones and stimuli from the cerebrum and other parts of the body. This means the brain is maturing, and with it, the person’s brain is improving in its intelligence capacity. When someone experiences an event or action that stimulates new information or a different connection in their thinking process, a neuron (nerve cell) is stimulated and releases electrical and chemical signals (Campbell 1005). The chemicals that are released are called neurotransmitters and they activate receptors in a different part of the brain that is being used. This then starts a cascade of cellular events that results in a modification of the synaptic connections driving learning and memory (http://www.biologynews.net/archives/2010/04/15/newly_discovered_rna_steers_brain_development.html). One especially important neurotransmitter that is released is glutamate, which is also especially important in memory skills (http://webspace.ship.edu/cgboer/genpsyneurotransmitters.html). Therefore, the more learning experiences a person has, the more stimulated their brain is and the more neurotransmitters they release creating more synaptic connections.
Lily Walker (lwalker220@gmail.com)
continued:
ReplyDeleteThis is clear biological evidence, that if we engage in a growth mindset and put ourselves out there to learn from more experiences and make conscious choices to improve our character on a daily basis, we are making more connections within our maturing brain and ultimately becoming more and more intelligent. This also explains why children faced with positive reinforcement in Dweck’s study chose the more challenging puzzles. When they succeeded at their test and chose to engage in a potentially difficult (and educational) experience, they were displaying a growth mindset fostered by highlighting success and learning from our failures. Continue to do this, and the kids become more and more smart. Shenk’s observation is valid in saying that, technically, these people are more intelligent since their brain is more stimulated and making for intelligent connections with their experiences.
Lily Walker(lwalker220@gmail.com)
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ReplyDeleteA growth mindset is when someone believes that there is always room for improvement and is not easily satisfied with their accomplishments. This is someone who “believe that their most basic abilities can be developed through dedication and hard work” and that innate intelligence or talent is just a basic building block (http://mindsetonline.com/whatisit/about/index.html). These people will push themselves very far to achieve their goals. The growth mindset is why they are able to become successful. It is not hard to believe that in Dweck’s experiment, the people with the growth mindset chose to try to difficult puzzles without hesitation.
ReplyDeleteThe people that push themselves to achieve their goals are able to even change their capabilities, for example their intelligence. Shenk states that people can become smart “if the environment demands it” (Shenk 44). This is because when people push themselves to problem solve, they are faced with short bursts of stress (http://health.msn.com/health-topics/depression/the-really-good-news-about-stress). These short bursts of stress can help to enhance the neurons because usually when there is brain activity, the protein called acetylcholinesterase helps to aid the passing of information between the neurons via synapses. However, it was scientifically proven that during short bursts of stress, there is a different type of acetylcholinesterase produced that make the brain cells hypersensitive and increase brain activity (http://www.cbc.ca/news/health/story/2002/01/18/stress_mice020118.html). Therefore, when one is trying to solve a problem for math, think of a research paper topic, or try to make sense of a complicated book, these short bursts of stress help to create more brain activity and increase the amount of protein build up to aid brain cells, ultimately making one smarter. This growth mindset of accepting a greater challenge to work harder, would help to achieve this type of success.
Another way that people push themselves is through sports. There are many athletes that achieve greatness due to practice, great game-play, and hard work. This would be another situation where a person would have a growth mindset to put in the hard work to improve himself or herself. Alongside intense training leading to increased muscle and muscle memory of continuously practiced motions there are also factors of game play, when athletes are “in the moment”. There is a certain point where no matter how many times you have hit the same shot in practice, it is not the same during a game. However, due to the same cause, short bursts of stress are able to propel one’s muscles through the nervous system. When we are under stress, the sympathetic nervous system signals the adrenal glands to release adrenaline (http://www.stress-management-for-health.com/physical-effects-of-stress.html). This adrenaline hormone then travels via the bloodstream to muscles that are working hard. It also increases heart rate and blood pressure as well as increases glucose levels in the blood to fuel the strenuous muscle activity (Campbell). During this time one is able to shoot a great shot during a basketball game, break a marathon record, etc. This state of stress for athletes can greatly increase their capabilities helping them to achieve their goals and obtain a growth mindset to continue to work hard.
However, the body does not continuously go into short periods of stress in order to improve. There are always breaks of relaxation maybe right after a moment. This way the body can continue in homeostasis without adrenaline rushes. The only time these things could happen is during short bursts of stress which are triggered by the aspiration to work hard by the growth mindset. Otherwise, the body is in homeostasis and can only slow improve after these short bursts of stress.