Comparing Lisa Trei's Article 'Fixed And Growth Mindset'

Brainology talks about the two different mindsets and how both of them work. Wes Moore’s (author) mother has the growth mindset. She has the growth mind set because she wanted her son to do better and try. When he did and started getting more involved with his life he began to have a growth mindset. In the other hand the other Wes Moore’s mother also had a growth mindset but in my opinion she didn’t really use that to do better her son had a fixed mindset because he didn’t think school was enough. The other Wes Moore was comfortable with doing drugs and getting the money that’s all he really wanted. His brother tony had a growth minds even though he was in drugs for a long time he wanted his younger brother to get out of the drugs and do

In school, at the stores, anywhere, there are two types of people that can be encountered. What makes these two types of people different is their mindsets. One type has the mindset of a pessimist; they think they cannot do certain tasks and are afraid of looking stupid. The other type has the mindset of an optimist; they always try new things and are not scared to do so. In the article “Brainology” by Carol S. Dweck, she states that there are two different mindsets that people can possess, either a fixed mindset (pessimist) or a growth mindset (optimist); these mindsets are developed at a young age and will influence a person’s choices and opportunities.

Carol S. Dweck's article “Brainology – Transforming Student's Motivation to Learn” offers insights about student's mentality at school and why some students are better off than others. The article claims directly that students generally have two mindsets when it comes to learning; one is “fixed mindset,” a negative trait, and the other is “growth mindset,” a positive trait. Both of these traits contradict each other in terms of meaning. These two mindsets impact students on whether or not they will be successful on their academic road. In “Brainology – Transforming Student's Motivation to Learn,” Dweck explains how these two traits influence the outcome of having one of these two mindsets through

Have you ever thought about the choices that you have made in the past and how they have affected you as an individual? Truth is, as people grow and develop they each have their own way of thinking about what they can do or what they can learn. All of this is happening in the brain, and each person has a different way of thinking, learning, and solving problems. The study of the brain is a real puzzle that to this day, it is still unsolved. There’s study is known as Brainology, it has to do with a person 's mindset, and the idea of having a fixed or growth mindset. In the article “Brainology: Transforming Students’ Motivation to Learn” by Carol S. Dweck, she talks about different ways that our mind can be influenced and how by saying

According to Judy Willis, “When you are experiencing highly negative emotions or severe stress, incoming information is routed to a different part of your brain”. When the high-level thinking happens, the information routed is to the reactive lower brain. When that happens, the memory is affected, all active learning stops. A fourth way is recognized and valuing incremental progress boosts a person’s motivation and enables him or her to deal effectively with setbacks. According to Dweck, “people with growth mindsets, believe their abilities can be developed though dedication and hard work- brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have these qualities.” With a growth mindset, people realized by having a failure in the past don’t mean they will in the future.

The overall theme of the sources we studied was about growth mindset.The most important thing about growth mindset is that intelligence can be developed. Also, the brain can grow by hard working and practicing. In “You Can Grow your Intelligence,” the author maintains that contrary to the belief that a person is born either smart, average, or dumb, instead the brain is more like a muscle, it changes and get stronger when you use it. Lastly, Carol Dweck, in a Ted Talk titled “ The Power Of Believing That You Can improve,” narrates how she researches about the growth mindset and the fixed mindset, and the benefit of having a growth mindset. Also, in her video she gave many good advice of how you can change a person that have fixed mindset to a growth mindset.

Growth mindset is the cone to an ice cream. It is the foundation of what I think a successful person is. Without it one couldn’t use the characteristics mentioned above in more ways than one. Someone with a growth mindset believe that their most basic abilities can be developed through dedication and hard work, brains and talent are just the starting point.

Why having a growth mindset is good for someone. This helps people thrive on challenges. If people develop a growth mindset it could help them embrace their challenges. Embracing challenges could help people reach higher level of achievement. “Those with a growth mindset, on the other hand, were keenly attentive to information that could help them expand their existing knowledge and skill, regardless of whether they’d gotten the question right

In an article called “Brainology” Carol S. Dweck argues that there is a fixed mindset and growth mindset and I agree because Dweck says “not everyone has the same abilities or that someone can be as smart as Einstein, but Einstein wasn’t even Einstein until he put in the years of focused hard work.” So this tells me that if you have a fixed mindset you’ll be afraid to look smart so rather look dumb. On the other hand, if you have a growth mindset you’ll put in the hard work and achieve greatness. So either give up or we fight for what we want. We’ll either fail and quit or fail and get back on the horse and be something in

People with the growth mindset care more about learning and are eager to learn. Dweck did a study of brain waves in the lab at Columbia. For example, Dweck explains that “only people with a growth mindset paid close attention to information that could stretch their knowledge” (Dweck18). This shows that individuals with a growth mindset are more passionate and motivated toward learning because they believe learning will make them grow and succeed. Anyone can learn and change how smart they are. Dweck did research for the students who entered the university and weren’t fluent in English. Also, she measured their mindset. Dweck told the students that they have a definite amount of intellect and they can’t do much about it. For instance, “those who learn with a growth mindset agree that: “You can always substantially change how intelligent you are’’ (Dweck 17). This indicates that students with a growth mindset firmly agree that an individual can constantly change how clever said individual is. People with the growth mindset strongly concur that success is about learning and gaining knowledge, so they don’t want to miss an opportunity to eliminate their language barrier. They have confidence that improving will expand their learning capabilities. The growth mindset can motivate you to continue when you have a

People who have a fixed mindset usually want something easy and not challenging; they feel scared to lose while growth mindset people tend to love challenges and making mistakes lives within their body as a trait. The author proves when she said that students with fixed mindset will never showed any interest when they found difficulties in completing those assignment. Only when they did well right away, they will feel the enjoyment. In contrast, the harder it gets, the more urges for the growth mindset to grab the knowledge and feel excited to learn something. Carol Dweck also gives an example in Columbia where she met a lot of intelligent med students who always get A’s in their test. It only took a day to make them a failure, when they said

“In my research in collaboration with my graduate students, we have shown that what students believe about their brains – whether they see their intelligence as something that’s fixed or something that can grow and change – has profound effects on their motivation, learning, and school achievement” (Dweck 1). According to Carol S. Dweck who is a researcher and the author of the “Brainology Transforming Student’s Motivation to Learn,” each student has a different mindset. It is either fixed mindset or growth mindset. Students with fixed mindsets are the ones who believe that intelligence that intelligence has a limit. These students do not persevere, feel unintelligent, consider cheating, and are afraid of challenges. On the other hand, students

In the article “Carol Dweck Revisits the ‘Growth Mindset’,” Carol Dweck refines her definition of growth mindset, and she explains that since many have confused the concept, it is important to clarify the idea of growth mindset before people claim that they have one. Dweck explains that, although effort is an important factor for having a growth mindset, it is just as, if not more, important to ask others for help, to test out different strategies, and to ask what needs to be done in order to succeed the next time. Instead of claiming to possess a growth mindset just because it sounds better than possessing a fixed mindset, one should accept the mindset that they actually have. This will only help to develop a growth mindset, which is

Do you believe that in growth mind set your brain never stops growing within time? Our brain is the most powerful thing in our bodies yet the most delicate. Growth Mindset can help you improve, and do better things throughout your life.

One way growth mindset is more superior than a fixed mindset is due to the ability to develop and adapt the intelligence of a person. A fixed mindset will lock you down to the "now". A study done by Dweck tested ten-year-olds with problems that were beyond their reach of knowledge. Many of the kids were excited to learn and do better the next time, but a few were upset. They felt like testing their knowledge defeated them. "In one study, after a failure on a test, they said they'll cheat next time instead of study more. In another study, they found someone who did worse than they did so they could feel better, and in