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Babies whose efforts are praised become more motivated kids

http://news.stanford.edu/news/2013/february/talking-to-baby-021213.html

Babies whose efforts are praised become more motivated kids, say Stanford researchers

Psychologists analyze the kind of praise mothers give their 1- to 3-year-old children and find that praising effort, not talent, leads to greater motivation and more positive attitudes toward challenges five years later.

By Brooke Donald

Jo Unruh/iStock Toddlers who heard praise commending their efforts were more likely as older children to prefer challenges than those who heard praise directed at them personally, the Stanford study found.

We think our babies are so smart, so amazing, so good. But please, say Stanford researchers, don't tell them that.

"It's better to focus on effort and the action your baby is doing. 'You worked hard on that' versus 'you're so good at that,' " says Stanford psychology Professor Carol S. Dweck.

In a new study, Dweck, with graduate students Sarah Gripshover and Carissa Romero, found that the kind of praise parents give their babies and toddlers influences the child's motivation later on. It also plays a role in children's beliefs about themselves and their  desire to take on challenges five years later.

The research, published online in the journal Child Development, is the first to analyze parent praise in a real-world setting. Previous studies have relied on experiments done in the lab.

"We've seen before that process praise, or praising effort, increases motivation and encourages strategies for handling failure, but no one had asked how this really works in a natural setting," Dweck said.

For this study, researchers analyzed video of mothers interacting with their children at 1, 2 and 3 years of age. The scholars tallied the kind of praise each mother gave to her child and the amount, paying particular attention to the proportion of the praise that was directed at the child's effort, such as "good throw," versus praise for the child personally, such as "you're so good at baseball."

Five years later, when the children were 7 and 8 years old, the researchers interviewed the children, asking questions about their mindset. For example, "How much would you like to do math problems that are very easy so you can get a lot right? "

Toddlers who had heard praise commending their efforts were more likely as older children to prefer challenges than those who heard praise directed at them personally, the study found.

" 'You're great, you're amazing' – that is not helpful," Dweck said. "Because later on, when they don't get it right or don't do it perfectly, they'll think they aren't so great or amazing."

Toddlers who heard praise directed at actions also were more likely to believe later on that abilities and behavior could change and develop.

"What we found was that the greater proportion of process praise, the more likely the child was to have a mindset five years later that welcomed challenges and that represented traits as malleable, not a label you were stuck with," Dweck said.

The amount of praise didn't have an effect, the study found. It was more about the percentage of process praise compared to person praise.

Researchers also noted that parents praised the efforts of boys more than girls. Later, boys were more likely to try more challenging pursuits, the study found.

Researchers said their findings could help parents and early childhood educators guide children toward a mindset that fosters the value of working hard, confronting challenges and learning how to deal with failure.

"Our message to parents is to focus on the process the child engages in, such as trying hard or focusing on the task – what specific things they're doing rather than 'you're so smart, you're so good at this,' " Dweck said. "Although it's never too late to change, what you do early matters."

Other authors included University of Chicago psychology professors Susan Levine and Susan Goldin-Meadow and Temple University Assistant Professor of psychology Elizabeth Gunderson.

Media Contact

Carol S. Dweck, psychology: dweck@stanford.edu
Brooke Donald, Stanford News Service: (650) 725-0224, brooke.donald@stanford.edu

Grave of airplanes

http://www.dailymail.co.uk/sciencetech/article-2972629/Where-planes-die-Bing-reveals-amazing-high-resolution-interactive-map-biggest-aircraft-graveyard-world.html

转发。三年级

草地和鲜花感谢雨露，是因为雨露滋润他们成长。；
苍鹰要感谢湛蓝深远的天空，是因为天空让他自由飞翔。
树冠和树叶要感谢在土地之下的树根，是因为树根无私地给它输送营养；
而我要感谢生命中的对手，是她们教了我许多许多。 
—— 这是我女儿三年纪时写的，但又怎么能让我感谢你的对手。

写给阿茜

爸爸小的时候是个小傻瓜。没有上这样或是那样的课。喜欢听歌，听小说，听评书，听新闻，唱歌，看电影，看动物世界，看智力竞赛。经常搞破坏。家里的一个老闹钟，爸爸拆完就没能装回去。

爷爷奶奶总是把爸爸轰出家门让爸爸去跟别的孩子去疯去玩儿。那时候，家里什么都没有。没有lego。没有CD/DVD。没有乒乓球桌。没有ipad。也没有Computer。

每天，爸爸就是在外面跟朋友们玩，瞎玩儿。用3米长的长板条或者玉米杆或者竹竿打架。玩方块，三角，洋画儿，弹球。
- 玉米杆：stem of corn
- 竹竿：bamboo stem
- 方块：mosaic
- 三角：cigarette package
- 洋画儿：little picture card
- 弹球：glass ball

今天，阿茜你有钢琴/游泳/跳舞/唱歌。你以前还有体操/滑冰/乒乓球。每天那么忙，爸爸非常想问问这么忙你快乐吗？如果太累了，不妨就砍掉几项。

爸爸很希望能看到你能在自己的生命轨迹上快乐的生活。希望现在能一点一点带着你看看这个广大的世界的方方面面。支持你迈开自己的脚步去大胆勇敢探索。

胸有成竹

文与可画的竹子远近闻名，每天总有不少人登门求画。

文与可在自己家的房前屋后种上各种各样的竹子，无论春夏秋冬，阴睛风雨，他经常去竹林观察竹子的生长变化情况，琢磨竹枝的长短粗细，叶子的形态、颜色，有新的感受就回到书房，把心中的印象画在纸上。竹子的各种形象都深深地印在他的心中。所以每次画竹，他都显得非常从容，画出的竹子，无不逼真传神。

当人们夸奖他的画时，他总是谦虚地说：“我只是把心中琢磨成熟的竹子画下来罢了。”

版本原文

竹之始生，一寸之萌①耳，而节叶具焉②。

胸有成竹典故漫画

自蜩腹蛇蚹③以至于剑拔十寻④者，生而有之也。今画者乃节节而为之，叶叶而累之，岂复有竹乎？故画竹必先得成竹⑤于胸中，执笔熟视，乃见其所欲画者，急起从之，振笔直遂⑥，以追其所见。如兔起鹘落，少纵则逝矣。

与可⑦之教予如此。予不能然也，而心识其所以然。夫既心识其所以然,而不能然者，内外不一，心手不相应，不学之过也。故凡有见于中⑧而操之不熟者，平居⑨自视了然，而临事忽焉丧之，岂独竹乎？（苏轼《文与可画筼筜谷偃竹记》，筼筜，yúndāng，一种大竹。）

晁补之写了一首诗送给他，其中有两句：“与可画竹，胸中有成竹。” 故事出自北宋苏轼《文与可画筼筜谷偃竹记》。“故画竹，必先得成竹于胸中。”

原文注释

①萌：芽。

②而节叶具焉：但节、叶都具备了。具，具备。焉，句末的语气助词。

③蜩（tiáo）腹蛇蚹（fù）：蝉的腹部、蛇的腹下。蜩，蝉。蛇蚹，蛇的腹下。蝉的腹部是分节的，蛇的腹下分节、有鳞片，这些特征都与竹笋有些相像。这里形容竹出生的状态。

④寻：古代八尺为一寻

⑤成竹于胸中：在胸中酝酿成熟竹子的形态。成：成熟的，完全的。

⑥急起从之，振笔直遂：这里用了互文的手法，意即“急起振笔，从之、直遂”，就是急忙起来挥动画笔，依照、跟随（心中的竹子形象）。遂，通“随”。

⑦与可：文与可，名同，北宋梓州永泰（近四川监亭人），曾任洋州知州。文与可是苏轼的表兄，宋代画竹名师。

⑧见于中：心中有了构思。心里明白。

⑨平居：平常，平时。

⑩岂：哪里。

⑪熟视：仔细查看

⑫逝：消失。

⑬累：堆积。

⑭为：画。

⑮自：从。

⑯生而有之：这是一生长就有的。