Gifted Issues Discussion homepage Forums General Discussion "The Inverse Power of Praise"

Since I think intelligence is largely beyond a person's control, I agree
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I guess I agree with Bostonian to a degree. �By the time students are ready for this lesson about the brain and its supposed muscle-like qualities, the brain's development has already slowed considerably. �In the early years, environmental stimuli and challenges can significantly impact development, but once that window has passed, I'm not inclined to pretend otherwise. �These students may be working in an effort to make themselves smarter, but what they are really doing is making themselves more knowledgeable.

Why not be honest about the situation? �Knowledge can be very rewarding, and is often a prerequisite for understanding.

My oldest child isn't 3 yet, but when the time comes, I think I'll explain to her that her intelligence is like a multiplier for her effort. �Performance = Effort X Intelligence. �Since she appears to have a high intelligence, she can manage a mediocre performance with very little effort. �However, if she wants to �perform at the highest level, considerable effort will be required.

With DS6 what I chose to do is simply to discuss Dweck's research and its implications, �so he won't "psych" himself out when things get tough. It seems to have worked to a large extent, though he still backslides into perfectionism sometimes. I also discussed the J. Renzulli three ring model with him, emphasizing effort further. (From my phone)