How to Enhance Performance & Learning by Applying a Growth Mindset

Welcome to the Huberman Lab podcast, where we discuss science and science-based tools for everyday life.

欢迎来到休伯曼实验室播客，我们在这里讨论科学和基于科学的日常生活工具。

I'm Andrew Huberman, and I'm a professor of neurobiology and ophthalmology at Stanford School of Medicine.

我是安德鲁·胡伯曼，斯坦福大学医学院神经生物学和眼科教授。

Today, we're discussing growth mindset.

今天我们要讨论的是成长型思维。

Growth mindset is one of the most interesting and powerful concepts in all of psychology.

成长心态是所有心理学中最有趣和最强大的概念之一。

Growth mindset is essentially a way of embracing challenge and thinking about your bodily and brain's response to challenge in a way that allows you to optimize your performance.

成长心态本质上是一种接受挑战并思考你的身体和大脑对挑战的反应的方式，从而使你能够优化你的表现。

Growth mindset consists of many things, which we will discuss today, and of course, we will discuss how to implement growth mindset.

成长心态包括很多东西，我们今天要讨论的，当然，我们也会讨论如何实施成长心态。

But some of the key features of growth mindset are developing an ability to distance your identity from the challenge you happen to be embracing.

但成长心态的一些关键特征是培养一种能力，使你的身份与你碰巧面临的挑战保持距离。

Now, that might come as a bit of a surprise to many of you.

现在，这可能会让你们中的许多人感到有点惊讶。

For instance, we grow up hearing, we hope, from time to time, that we are smart, that we are talented, that we are a good athlete, that we are a good artist.

例如，我们在成长过程中时不时地听到，我们希望我们很聪明，我们有才华，我们是一名优秀的运动员，我们是一名优秀的艺术家。

We like to think that we are good at something or perhaps many things.

我们喜欢认为自己擅长某件事或很多事情。

But it turns out that the kind of praise or feedback that we receive that attaches our identity to performance can actually undermine our performance.

但事实证明，我们收到的将我们的身份与绩效挂钩的赞扬或反馈实际上会损害我们的绩效。

And believe it or not, this is especially problematic for people that perform well in their endeavors.

不管你信不信，这对于那些在自己的努力中表现出色的人来说尤其成问题。

That's right.

这是正确的。

If you are somebody who performs well in school or athletics or music, and you are told that you are very smart, that you're an excellent student, that you're an excellent athlete, or that you're an excellent musician, you have much to lose if you, at any moment, do not perform well.

如果你在学校、体育或音乐方面表现出色，并且有人告诉你你非常聪明，你是一名优秀的学生，你是一名优秀的运动员，或者你是一名优秀的音乐家，那么如果你在任何时候表现不佳，你都会失去很多。

And that's because your identity has been integrated with your performance.

那是因为你的身份已经与你的表现融为一体。

Somewhat counterintuitively, growth mindset is the process of distancing your identity from performance and rather attaching your identity and your efforts and your sense of motivation to effort itself and to the process of enjoying learning and getting better at learning anything.

有点违反直觉的是，成长心态是将你的身份与表现分开的过程，而是将你的身份、你的努力和你的动机感与努力本身以及享受学习和更好地学习任何东西的过程联系起来。

So today, we are going to discuss what growth mindset is and what it isn't, because it's often discussed in terms that frankly are not accurate to the science.

所以今天，我们将讨论什么是成长心态，什么不是，因为坦率地说，人们经常用不准确的科学术语来讨论它。

We will also talk about another mindset, which is the stress is enhancing mindset, that it turns out can act synergistically with growth mindset, such that when you combine growth mindset with the stress is enhancing mindset, you and anyone, it's been shown, can vastly improve your performance in essentially anything.

我们还将讨论另一种心态，即压力增强心态，事实证明它可以与成长心态协同作用，这样，当你将成长心态与压力增强心态结合起来时，你和任何人都可以极大地提高你在任何事情上的表现。

So today's discussion will, of course, explore the classic work of Carol Dweck, who is really the founder of the growth mindset field, as well as some of the newer research from people like David Yeager, Ali Crum, and others, who have explored how growth mindset and stress is enhancing mindsets can be applied both in and out of the classroom in children and adults, and really in people of all backgrounds.

因此，今天的讨论当然将探讨成长心态领域创始人卡罗尔·德韦克 (Carol Dweck) 的经典著作，以及大卫·耶格尔 (David Yeager)、阿里·克拉姆 (Ali Crum) 等人的一些最新研究，他们探索了如何将成长心态和压力增强心态应用于课堂内外的儿童和成人，以及真正应用于各种背景的人。

By the end of today's episode, you will have a rich understanding of the science, as well as many tools that you can apply in everyday life in essentially any endeavor.

在今天的节目结束时，您将对科学有丰富的理解，以及可以在日常生活中的任何努力中应用的许多工具。

Before we begin, I'd like to emphasize that this podcast is separate from my teaching and research roles at Stanford.

在开始之前，我想强调一下，这个播客与我在斯坦福大学的教学和研究角色是分开的。

It is, however, part of my desire and effort to bring zero cost to consumer information about science and science-related tools to the general public.

然而，我的愿望和努力的一部分是向公众提供有关科学和科学相关工具的零成本消费者信息。

In keeping with that theme, I'd like to thank the sponsors of today's podcast.

为了与这个主题保持一致，我要感谢今天播客的赞助商。

Let's talk about growth mindset.

我们来谈谈成长心态。

Growth mindset, as the name suggests, is the idea that we can get better at things.

成长心态，顾名思义，是我们可以在事情上做得更好的想法。

That is, that our abilities are not fixed, but rather that our abilities are malleable.

也就是说，我们的能力不是固定的，而是可塑的。

And at the core of growth mindset is the idea that our brains can change, and indeed, they can.

成长心态的核心是我们的大脑可以改变，而且确实可以改变。

We refer to that ability as neuroplasticity or the nervous system's ability to change in response to experience.

我们将这种能力称为神经可塑性或神经系统根据经验而变化的能力。

Now, I've done several episodes about neuroplasticity, so that's a topic unto itself.

现在，我已经制作了几集关于神经可塑性的剧集，所以这本身就是一个主题。

But suffice to say that neuroplasticity, brain change, can occur throughout the entire lifespan.

但足以说明的是，神经可塑性，即大脑的变化，可以在整个生命周期中发生。

It is far more robust early in life, from birth until about age 25.

它在生命早期（从出生到 25 岁左右）更加强大。

Neuroplasticity is sort of the default process.

神经可塑性是一种默认过程。

Our brain is being shaped by our everyday experiences.

我们的大脑正在被我们的日常经历塑造。

But certainly from age 25 and onward, and certainly well into people's 90s even it's been shown, the brain can change if we want it to.

但可以肯定的是，从 25 岁起，甚至到 90 多岁，即使事实已经证明，如果我们愿意，大脑也可以改变。

It can change for the worse, of course, through injury or disease, things of that sort, but it also can change for the better through deliberate, focused bouts of learning.

当然，它可以通过受伤或疾病之类的事情变得更糟，但它也可以通过刻意、专注的学习而变得更好。

We can learn new languages, we can learn art, we can learn music.

我们可以学习新的语言，我们可以学习艺术，我们可以学习音乐。

We can get smarter.

我们可以变得更聪明。

We can get better at essentially anything if we devote our attentional resources to learning those things.

如果我们将注意力资源投入到学习这些事情上，我们基本上可以在任何事情上变得更好。

So really any discussion about growth mindset has, as a subtext, a discussion about neuroplasticity.

因此，实际上，任何关于成长心态的讨论，潜台词都是关于神经可塑性的讨论。

Although today, we aren't going to focus so much on neuroplasticity, meaning we aren't going to focus so much on the neural circuit and neurochemical changes that underlie neuroplasticity, because I've covered those on previous episodes.

尽管今天我们不会过多关注神经可塑性，这意味着我们不会过多关注神经可塑性背后的神经回路和神经化学变化，因为我已经在之前的剧集中介绍过这些内容。

We'll talk about them a little bit today, but we are mainly going to talk about the data, the studies from the field of psychology, applying growth mindset in and out of the classroom in children and adults.

今天我们会稍微讨论一下它们，但我们主要讨论心理学领域的数据、研究，以及在课堂内外对儿童和成人的成长心态的应用。

And we are going to talk about tools, everyday tools that you can use to enhance growth mindset for yourself and perhaps for those around you if you care to teach growth mindset, which as you'll learn later, turns out to be an excellent way to reinforce your own growth mindset.

我们将讨论工具，日常工具，您可以使用这些工具来增强自己的成长心态，如果您愿意教授成长心态，也许还可以为周围的人增强成长心态，正如您稍后将学到的那样，这将是强化您自己的成长心态的绝佳方式。

And we're going to talk about how to apply those tools in a bunch of different domains, musical, athletic, intellectual, and on and on.

我们将讨论如何将这些工具应用到许多不同的领域，如音乐、体育、智力等等。

No discussion of growth mindset would be complete without mentioning that growth mindset is the brainchild of my colleague, Carol Dweck, in the Department of Psychology at Stanford University.

如果不提及成长型思维是我斯坦福大学心理学系同事卡罗尔·德韦克 (Carol Dweck) 的创意，那么对成长型思维的讨论就不完整。

Today, you'll learn how she discovered growth mindset, and you will learn how others have taken that discovery and expanded upon it, and especially its application in and out of the classroom.

今天，您将了解她如何发现成长心态，您将了解其他人如何利用这一发现并对其进行扩展，尤其是其在课堂内外的应用。

To start off our discussion about growth mindset, however, we need to define what a mindset is.

然而，为了开始讨论成长心态，我们需要定义什么是心态。

I think most of us think we know what a mindset is.

我想我们大多数人都认为我们知道心态是什么。

We think, oh, it's kind of a mental stance where we are positive or we are negative, or we believe something, or we don't believe something.

我们认为，哦，这是一种心理立场，我们是积极的还是消极的，或者我们相信某事，或者我们不相信某事。

But a mindset actually has a very specific definition, and here I'm referring to the definition provided by Dr. Alia Crum.

但心态实际上有一个非常具体的定义，这里我指的是 Alia Crum 博士提供的定义。

Alia Crum is also a professor of psychology at Stanford.

阿莉亚·克拉姆 (Alia Crum) 也是斯坦福大学的心理学教授。

She runs her own laboratory working on stress-related mindsets and other mindsets.

她经营着自己的实验室，研究与压力相关的心态和其他心态。

She's actually been a guest on this podcast previously.

事实上她之前曾是这个播客的嘉宾。

Highly recommend you listen to that episode if you haven't already.

如果您还没有听过，强烈建议您听一下该集。

Dr. Crum defines a mindset as, quote, "A mental frame or lens that selectively organizes and encodes information." And I think the key thing to highlight there is organizes information.

克拉姆博士将心态定义为“有选择地组织和编码信息的心理框架或镜头”。我认为要强调的关键是组织信息。

Because as you all well know, we are constantly being bombarded with information from the outside world, sensory information about what's going on with our visual system, what we're hearing, what we're seeing, what we're feeling.

因为众所周知，我们不断受到来自外界的信息的轰炸，这些信息包括我们的视觉系统发生的情况、我们听到的、我们看到的、我们感受到的感觉信息。

We are also bombarded with internal sensations of how full or empty our gut feels.

我们还会受到肠道饱或空的内部感觉的轰炸。

Are we hungry?

我们饿了吗？

Are we tired?

我们累吗？

Are we anxious?

我们着急吗？

Are we calm?

我们冷静吗？

Et cetera.

等等。

So tons and tons of information funneling into our brain, and mindsets really help us organize that information such that we pay attention to certain things and not others, and we respond to certain things and not others.

因此，大量的信息流入我们的大脑，而心态确实帮助我们组织这些信息，以便我们关注某些事物而不是其他事物，并对某些事物而不是其他事物做出反应。

Okay, so here I'm not trying to put additional language on something simple in order to make it complex.

好的，所以在这里我并不是试图在简单的事情上添加额外的语言以使其变得复杂。

I'm trying to put a little bit of language, that is that a mindset does many things, but it mainly organizes information.

我试图用一点语言来说，那就是心态可以做很多事情，但它主要是组织信息。

I'll add to that for specific actions or inactions in a way that allows us to simplify our world, in a way that allows us to make certain choices and do away with thinking about and acting on other types of information.

我将以一种允许我们简化我们的世界的方式对特定的行动或不行动进行补充，以允许我们做出某些选择并消除对其他类型信息的思考和行动的方式。

The other thing about mindsets is that they include entire narratives, and most of the time, we aren't even aware of how those narratives are operating, meaning we don't walk around looking at opportunities in the world, like the opportunity to get better at fitness, or a sport, or music, or arithmetic, or languages, or anything for that matter, thinking, "Okay, what is my mental frame or lens that selectively organizes and encodes information?" We don't do that.

关于心态的另一件事是，它们包括整个叙述，大多数时候，我们甚至不知道这些叙述是如何运作的，这意味着我们不会四处走动寻找世界上的机会，比如在健身、运动、音乐、算术、语言或任何与此相关的方面变得更好的机会，思考，“好吧，我选择性地组织和编码信息的心理框架或镜头是什么？”我们不这样做。

Instead, what we have are stories, and those stories are usually attached to our sense of identity.

相反，我们拥有的是故事，而这些故事通常依附于我们的身份感。

Like I'll just use myself, for instance.

比如说，我就用我自己。

I do not think of myself as a good musician.

我不认为自己是一个好的音乐家。

In fact, I can't read music.

事实上，我不懂音乐。

I'm terrible at playing instruments.

我弹奏乐器很糟糕。

I like listening to music, but I consider myself a terrible musician, right?

我喜欢听音乐，但我认为自己是一个糟糕的音乐家，对吗？

I've really assigned a value or I've assigned my value to music and my relationship to music, right?

我确实给音乐赋予了价值，或者给音乐以及我与音乐的关系赋予了我的价值，对吗？

We tend to do that.

我们倾向于这样做。

We can also do it in the opposite direction, right?

我们也可以反方向做，对吗？

I've been running a laboratory for a long time.

我经营实验室已经很长时间了。

Been in science for close to three decades.

从事科学工作已近三十年。

So if you ask me, do I feel proficient at science, I'd say, "Yeah, I'm proficient at science.

所以如果你问我，我觉得自己精通科学吗，我会说：“是的，我精通科学。

I know how to do experiments, set up experiments, write research papers, write grants, et cetera." I'm pretty good at it, right?

我知道如何做实验、设置实验、撰写研究论文、撰写资助等等。”我很擅长，对吧？

We tend to decide if we are good or bad at things, and we tend to integrate those with our identity somewhat or a lot, depending on whether or not we're a professional or amateur, or how much we engage in an activity.

我们倾向于决定自己在某件事上是好还是坏，并且我们倾向于将这些与我们的身份在一定程度上或很大程度上结合起来，这取决于我们是专业人士还是业余爱好者，或者我们参与一项活动的程度。

The point being that mindsets include all of these narratives, and often those narratives are visible to us if we think about them.

关键是心态包括所有这些叙述，并且如果我们思考它们，这些叙述通常是我们可以看到的。

But most of the time, we are moving through the world, meaning school, work, relationships, and all our endeavors, without a lot of careful thought about the narratives we carry.

但大多数时候，我们正在周游世界，包括学校、工作、人际关系以及我们所有的努力，而没有仔细思考我们所承载的叙述。

And the beauty of growth mindset is that it forces us to step back and ask ourselves some simple questions.

成长心态的美妙之处在于，它迫使我们退后一步，问自己一些简单的问题。

These are questions that you could ask yourself right now, and in fact, I highly recommend you do.

这些是你现在可以问自己的问题，事实上，我强烈建议你这样做。

You could ask yourself, for instance, what have I been told I'm really good at?

例如，你可以问自己，别人告诉我我真正擅长什么？

You should also ask yourself, what have I been told I'm really poor at, that I'm just not good at?

你还应该问自己，有人告诉我我真正不擅长什么，而我只是不擅长什么？

What have I told myself I'm really good at, and what have I told myself I'm really bad at?

我告诉自己什么是我真正擅长的，什么是我真正不擅长的？

And then a second set of questions is, what am I good at and why?

然后第二组问题是，我擅长什么，为什么？

Did it come naturally to me?

这对我来说是自然而然的吗？

Did I apply myself for many years, meaning did I apply a lot of effort to learning that thing, or perhaps both, right?

我是否投入了很多年，意味着我是否付出了很多努力来学习那件事，或者也许两者兼而有之，对吧？

And then it's also important to ask yourself, why am I not good at other things?

然后问自己也很重要，为什么我不擅长其他事情？

Is it simply because you've never applied yourself with those things, or is it because you tried and had an early failure?

仅仅是因为您从未致力于这些事情，还是因为您尝试过但早期失败了？

Or perhaps you tried, and tried, and tried for many years, and you continued to fail at that thing, or you just didn't reach a level of proficiency that made you want to pursue it further.

或者也许你尝试、尝试、尝试了很多年，但你在这件事上仍然失败，或者你只是没有达到让你想要进一步追求它的熟练程度。

In asking yourselves those questions, you are asking yourself not just what you're good at and bad at and why.

在问自己这些问题时，你问自己的不仅仅是你擅长什么、不擅长什么以及为什么。

You should also be thinking about where the messages of being good at something or being bad at something arrive from.

您还应该考虑擅长某事或不擅长某事的信息从何而来。

Did they arrive from outside you, meaning from your parents, from your coaches, from your teachers, or was it the case that despite a lot of positive feedback, you just sort of decided you weren't good at something?

它们是从你外部而来的，即来自你的父母、你的教练、你的老师，还是尽管有很多积极的反馈，但你还是觉得自己不擅长某件事？

Or conversely, was it the case that despite a lot of negative feedback that you would never be good at something or that you weren't good at something, that you continued to persist?

或者相反，尽管有很多负面反馈说你永远不会擅长某件事或你不擅长某件事，但你是否仍然坚持下去？

Because there are certainly people like that.

因为肯定有这样的人。

The more negative feedback they get, the more they dig their heels in to prove themselves as capable of becoming good at something.

他们得到的负面反馈越多，他们就越会努力证明自己有能力擅长某件事。

So I do recommend as we march forward in this conversation, you think about those questions.

因此，我确实建议，当我们在这次对话中前进时，您应该思考这些问题。

What am I good at?

我擅长什么？

What am I bad at?

我有什么不好？

Why am I good at those things?

为什么我擅长这些事情？

Why am I bad at those things?

为什么我不擅长这些事情？

And ask yourself to what extent your labels, that is, your identity, is attached to the things that you are good at or bad at.

问问自己，你的标签，即你的身份，在多大程度上与你擅长或不擅长的事情有关。

And the reason I'd like you to ask yourself those questions is that next we're going to talk about some research from Dr.

我希望你问自己这些问题的原因是接下来我们要讨论博士的一些研究。

Carol Dweck's laboratory that was really the seed of the entire field of growth mindset.

卡罗尔·德韦克（Carol Dweck）的实验室确实是整个成长心态领域的种子。

It relates to a specific set of experiments that really show that the specific feedback we get, meaning whether or not we get feedback that is attached to our identity, like a label, like smart or great athlete or talented, sends us down a very different path of performance in the short and long run as compared to whether or not we receive feedback that's based on effort, meaning you tried really hard or you really seem to apply yourself under conditions where you're getting the right answer over time because you simply refuse to quit.

它与一组特定的实验有关，这些实验真正表明，我们得到的具体反馈，意味着我们是否得到了与我们的身份相关的反馈，比如聪明或伟大的运动员或有才华的标签，与我们是否收到基于努力的反馈相比，从短期和长期来看，我们会走上一条截然不同的表现道路，这意味着你真的很努力，或者你似乎真的在随着时间的推移得到正确答案的情况下努力，因为你只是拒绝放弃。

Those are two very divergent sets of feedback, and as you'll learn in a moment, the sorts of feedback that we get, especially early in life or early in an endeavor.

这是两组截然不同的反馈，正如您稍后将了解到的，我们得到的反馈类型，尤其是在生命的早期或努力的早期。

So this doesn't just apply to young kids.

所以这不仅仅适用于年幼的孩子。

This applies to adults too who are taking on a new skill or are trying to expand on an existing skill.

这也适用于正在学习新技能或试图扩展现有技能的成年人。

Those two divergent forms of feedback get integrated into our core beliefs about what we think is possible for us in a given endeavor.

这两种不同形式的反馈融入到我们的核心信念中，即我们认为在特定的努力中我们可以做到什么。

And the great news is we can also modify those core beliefs simply by changing the feedback that we give ourselves.

好消息是，我们还可以通过改变我们给自己的反馈来修改这些核心信念。

The research paper I'd like to discuss briefly that beautifully embodies the runway that led to the discovery of growth mindset is a paper from Dr. Carol Dweck, as well as her colleague, Claudia Mueller.

我想简单讨论一下卡罗尔·德韦克 (Carol Dweck) 博士和她的同事克劳迪娅·穆勒 (Claudia Mueller) 的一篇论文，它完美地体现了发现成长心态的道路。

And the title of the paper essentially says it all.

论文的标题基本上说明了一切。

The title is, "Praise for Intelligence Can Undermine Children's Motivation and Performance." That should be surprising, that praise for intelligence can undermine motivation and performance.

标题是“对智力的赞扬会削弱儿童的动机和表现”。令人惊讶的是，对智力的赞扬会削弱动力和表现。

I would've thought, and I think many people probably believe, that if you tell a child or an adult that they're really good at something, and you're genuine about that feedback, meaning they're performing well, and you say, "Great, you're doing really well.

我想，而且我想很多人可能都相信，如果你告诉一个孩子或成年人他们真的很擅长某件事，并且你对这种反馈是真诚的，这意味着他们表现得很好，然后你说，“太好了，你做得非常好。

You're so smart.

你真聪明。

You're so talented," that their performance would continue to improve, that it would bolster their motivation to engage in that activity, which hopefully they enjoy.

你太有才华了”，他们的表现会不断提高，这会增强他们参与这项活动的动力，希望他们喜欢这项活动。

But regardless, provided that it's a safe activity, it's educational, or what have you, that it would serve to encourage them.

但无论如何，只要它是一项安全的活动，具有教育意义，或者其他什么，它就会起到鼓励他们的作用。

Right?

正确的？

The kid thinks, not only am I engaging in this activity, but I'm getting positive feedback, presumably from people that I care about or whose opinion I care about.

孩子认为，我不仅参与了这项活动，而且还得到了积极的反馈，大概是来自我关心的人或我关心的人的意见。

Wouldn't that serve to elevate performance?

这难道不会有助于提升绩效吗？

It does not.

事实并非如此。

In fact, the exact opposite happens.

事实上，情况恰恰相反。

So I'll just give you a few of the key takeaways from this study.

因此，我将向您介绍这项研究的一些关键要点。

The way it was done is very interesting.

它的完成方式非常有趣。

They essentially gave feedback about performance that was linked up with a child's intelligence, telling a kid they're smart, they're talented, that they can learn things really easily, or that they're very good at learning, this sort of thing.

他们实质上给出了与孩子智力相关的表现反馈，告诉孩子他们很聪明，他们有才华，他们可以很容易地学习东西，或者他们非常擅长学习，诸如此类。

And they called that intelligence feedback.

他们称之为情报反馈。

Or they gave them what was called effort feedback.

或者他们给了他们所谓的努力反馈。

The simple way to think about effort feedback is that it's more attached to verbs as opposed to labels.

思考努力反馈的简单方法是，它更依赖于动词而不是标签。

So effort feedback consists of things like, "You tried really hard on that problem.

因此，努力反馈包括诸如“你在这个问题上非常努力”之类的内容。

It was great the way that you applied effort.

你付出努力的方式很棒。

It was great the way that you persisted.

你坚持的方式真是太棒了。

It was great the way that even when you got the wrong answer, you spent 10 minutes thinking about it, and then you tried again and again." Or in some cases, even if they didn't get the right answer, telling them, "Well, even though you didn't get the right answer, it's really terrific that you continued to try." Okay, so intelligence feedback was the sort of feedback that was tied to labels of identity, things like smart, talented, et cetera.

即使你得到了错误的答案，你也会花 10 分钟思考，然后一次又一次地尝试，这真是太棒了。”或者在某些情况下，即使他们没有得到正确的答案，告诉他们，“好吧，即使你没有得到正确的答案，但你继续尝试真是太棒了。”好吧，情报反馈是一种与身份标签相关的反馈，比如聪明、有才华等等。

Whereas effort feedback was tied to verbs, choices, behavioral and cognitive choices that children made in an effort to learn or get better at something.

而努力反馈则与孩子们为了学习或在某件事上做得更好而做出的动词、选择、行为和认知选择联系在一起。

So in this study, which included over 100 children, they either got the intelligence type feedback or the effort type feedback, or there was a control group that didn't get either the intelligence or the effort type feedback.

因此，在这项包括 100 多名儿童的研究中，他们要么获得智力型反馈，要么获得努力型反馈，或者有一个对照组既没有获得智力型反馈，也没有获得努力型反馈。

And then they looked at a number of different outcomes.

然后他们研究了许多不同的结果。

So I'll just highlight a few examples of what they found.

因此，我将重点介绍他们发现的几个例子。

First of all, the kids that got the intelligence-based feedback, when they were then later offered problem sets that were either challenging or were of the sort that they knew they could perform well on, they tended to select problems that they knew they could perform well on.

首先，那些获得基于智力的反馈的孩子，当他们随后被提供具有挑战性或他们知道自己可以表现良好的问题集时，他们倾向于选择他们知道自己可以表现良好的问题。

These were what were referred to as performance goals.

这些就是所谓的绩效目标。

In other words, they picked problems that allowed them to continue to get the praise that they had received previously about being smart or talented.

换句话说，他们选择的问题可以让他们继续获得之前因聪明或有才华而获得的赞扬。

Whereas the kids that got feedback about their strong effort, when later presented with problems that were either easy or hard, more often than not, they picked the harder problems that stood to teach them more.

而那些得到关于他们的努力的反馈的孩子，当后来遇到简单或困难的问题时，他们通常会选择更难的问题，这样可以教会他们更多。

So that's striking.

所以这很引人注目。

It says that if you tell a kid that they're smart or talented, and that's the reason why they perform well, when they encounter challenges, they are likely to go with the least amount of challenge so that they can continue to receive that praise or feedback.

它说，如果你告诉一个孩子他们很聪明或有才华，这就是他们表现良好的原因，当他们遇到挑战时，他们很可能会接受最少的挑战，这样他们就可以继续收到赞扬或反馈。

Whereas if you receive praise and feedback for your strong effort, then later you tend to pick environments, problem sets, et cetera, that allow you to exert the very effort that got you the praise in the first place.

然而，如果你因自己的努力而得到赞扬和反馈，那么后来你往往会选择环境、问题集等等，让你能够付出最初让你获得赞扬的努力。

So in both cases, these children are essentially attached to the praise in some sense.

因此，在这两种情况下，这些孩子在某种意义上本质上都依赖于表扬。

We like to think that they enjoy these activities and they're benefiting from them as well.

我们认为他们喜欢这些活动并且也从中受益。

But in both cases, the praise really serves to reinforce a certain pattern of behavior.

但在这两种情况下，表扬确实有助于强化某种行为模式。

But in the case of giving intelligence feedback, the kids are really just trying to reinforce being told that they're smart or talented, as opposed to reinforcing the engagement in the activity that got them the praise in the first place.

但在提供情报反馈的情况下，孩子们实际上只是想强化被告知他们很聪明或有才华，而不是强化对最初让他们获得表扬的活动的参与。

And the converse is also true.

反之亦然。

When kids are told, "Hey, you really tried hard, and that's great," or, "I like how you persisted," or, "You're so persistent.

当孩子们被告知，“嘿，你真的很努力，这太棒了”，或者“我喜欢你坚持的方式”，或者“你太坚持了。”

I can really see how persistent you are in trying to get the right answer, even if you don't get the right answer." Well, then when you present those kids with additional challenges, they work very hard to stay in challenge.

我真的可以看到你有多么坚持不懈地试图得到正确的答案，即使你没有得到正确的答案。”那么，当你向这些孩子提出额外的挑战时，他们会非常努力地保持挑战。

And guess what?

你猜怎么着？

No surprise.

毫不奇怪。

The kids that are rewarded for effort and that continue to pick harder problems outperform the kids that are given the intelligence praise and feedback by a large margin.

那些因努力而获得奖励并继续选择更难的问题的孩子比那些获得智力赞扬和反馈的孩子表现要好得多。

So what does this tell us?

那么这告诉我们什么呢？

This tells us that the narratives that we hear from others, of course, reinforce certain patterns of behavior.

这告诉我们，我们从别人那里听到的叙述当然会强化某些行为模式。

What else does this tell us?

这还告诉我们什么？

This tells us that if you're a parent or teacher, you have to be very careful about giving feedback to a child that is attached to their identity around an endeavor, especially if they're performing well at that endeavor.

这告诉我们，如果你是父母或老师，你必须非常小心地向孩子提供与他们在某项努力中的身份相关的反馈，尤其是当他们在这项努力中表现良好时。

Right?

正确的？

Now, of course, if a child is not performing well at something, you also don't want to tell them that they're stupid.

当然，如果一个孩子在某件事上表现不佳，你也不想告诉他们他们很愚蠢。

Right?

正确的？

You don't want to tell them that they're deficient.

你不想告诉他们他们有缺陷。

Right?

正确的？

But that's a rare occurrence in the classroom, one would hope.

但人们希望，这种情况在课堂上很少发生。

That's a rare occurrence on the field, one would hope.

人们希望，这在球场上是罕见的。

But what's very common, very, very common, is that when we see children or adults performing well, we tend to give them identity labels as a way to try and reinforce whatever behavior we observe and we like.

但非常普遍、非常非常普遍的是，当我们看到儿童或成人表现良好时，我们倾向于给他们贴上身份标签，以此来尝试和强化我们观察到和喜欢的任何行为。

Now, the other thing they looked at in this study, besides whether or not these kids would pick hard or easier challenges down the line, were the actual raw performance on cognitive problems.

现在，除了这些孩子是否会选择困难或容易的挑战之外，他们在这项研究中关注的另一件事是认知问题的实际原始表现。

And these data, I must say, are just so interesting.

我必须说，这些数据非常有趣。

They took the kids, and they gave them all the same problem sets.

他们带着孩子们，给了他们同样的问题集。

And all the kids across the board, whether or not they were getting intelligence praise or effort praise, or they were in the control group, were performing more or less the same way.

所有的孩子，无论他们是否获得智力表扬或努力表扬，或者他们属于对照组，表现都或多或少相同。

They were getting some of these questions right, some of these questions wrong.

他们有些问题答对了，有些问题答错了。

Then they gave them praise after They completed those problems.

然后他们在完成这些问题后给予了他们表扬。

They either got intelligence praise, "You're so smart, you're so talented," or they got effort praise, "You tried so hard, you really persisted.

他们要么得到智力上的表扬，“你太聪明了，你太有才华了”，要么得到了努力上的表扬，“你很努力，你真的坚持了。”

That's fantastic." Then later, they gave them another set of problems, and they looked at performance.

这太棒了。”后来，他们又给了他们一组问题，让他们看性能。

Now, remember, the first time around, all the kids got some of the questions right and some of the questions wrong.

现在，请记住，第一次时，所有孩子都答对了一些问题，也答错了一些问题。

So there's room for improvement for everybody.

所以每个人都有改进的空间。

What they found was absolutely striking.

他们的发现绝对令人震惊。

The kids that were in the control group, so they didn't get any specific form of praise, they performed more or less the same way as they did before.

对照组的孩子，所以他们没有得到任何特定形式的表扬，他们的表现或多或少与以前相同。

So if they were getting 75% of the answers right the first time, they got 75% of the answers right the second time, 25% wrong in both cases.

因此，如果他们第一次得到了 75% 的正确答案，那么他们第二次就得到了 75% 的正确答案，而在这两种情况下，他们都得到了 25% 的错误。

The kids that were in the intelligence praise group, the "You're so smart, you're so talented" praise group, their performance went down significantly.

智力表扬组，“你真聪明，你真有才华”表扬组的孩子，他们的表现明显下降。

Whereas the kids that were in the effort praise group, their performance increased significantly.

而努力表扬组的孩子，他们的表现显着提高。

Okay, so this is a bidirectional effect where giving intelligence praise reduces performance, and giving effort praise improves performance, which is absolutely striking and tells you everything you need to know, which is if you're a parent, you're a teacher, and of course, as we all give ourselves feedback, rewarding yourself for effort is the best way to improve performance.

好的，所以这是一个双向效应，给予智力表扬会降低绩效，给予努力表扬会提高绩效，这绝对是惊人的，并告诉你需要知道的一切，如果你是父母，你是老师，当然，因为我们都给自己反馈，奖励自己的努力是提高绩效的最佳方式。

Rewarding yourself based on identity labels, so smart, so talented, you're a great athlete, et cetera, all that stare in the mirror and do self-affirmation stuff can actually undermine performance, and in fact, it does undermine performance.

根据身份标签奖励自己，那么聪明，那么有才华，你是一名出色的运动员，等等，所有那些盯着镜子并自我肯定的事情实际上都会损害绩效，事实上，它确实会损害绩效。

It may not do it right away, but eventually it does, and in a moment, I'll explain why.

它可能不会立即执行，但最终会执行，稍后我将解释原因。

The other thing this study looked at that I just have to mention is this notion of persistence.

我不得不提到的这项研究的另一件事是持久性的概念。

So remember earlier I said that the kids that got intelligence praise tended to pick easier problems down the line, whereas the kids that got effort praise tended to pick harder problems.

所以请记住，我之前说过，获得智力表扬的孩子往往会选择更容易的问题，而获得努力表扬的孩子往往会选择更难的问题。

It turns out that the kids that got intelligence praise also tended to take on fewer problems overall.

事实证明，获得智力赞扬的孩子整体上也往往会遇到更少的问题。

They tended to limit the total number of challenges that they engaged in.

他们倾向于限制他们所参与的挑战的总数。

Whereas the kids that got the effort praise, the, "You work so hard, you're so determined, that was so impressive how you just kept going even when you got some answers wrong," those kids not only opted for harder challenges, they not only performed better, but they also took on many more challenges.

而那些获得努力的孩子们会说，“你工作如此努力，你如此坚定，即使你得到了一些错误的答案，你仍然坚持下去，这真是令人印象深刻”，而这些孩子不仅选择了更困难的挑战，他们不仅表现得更好，而且还接受了更多的挑战。

So these data really make clear that the effort praise is the way to go.

所以这些数据确实清楚地表明，表扬努力才是正确的道路。

Now, I know many people have heard this whole thing about don't reward the person, reward the effort, reward the verbs, as I'm referring to it.

现在，我知道很多人都听过这整件事，即不要奖励人，奖励努力，奖励动词，正如我所说的那样。

But it's actually pretty rare that we hear effort rewarded in everyday settings.

但实际上我们很少听到在日常环境中努力得到回报。

And it is very common for us to overhear intelligence praise or talent praise.

我们无意中听到对智力或才华的赞扬是很常见的。

A kid comes home with a trophy, and we tell them, "You're a great athlete." Right?

一个孩子带着奖杯回家，我们告诉他们，“你是一位伟大的运动员。”正确的？

Kid comes home with a great report card, "You're so smart.

孩子带着一份很棒的成绩单回家，“你真聪明。

Congratulations." A kid comes home with some sort of win in their world, and we tend to give them a label because we like to think that that label will get internalized, and they'll start to view themselves as a winner.

恭喜你。”一个孩子带着某种胜利回家，我们倾向于给他们一个标签，因为我们喜欢认为这个标签会被内化，他们会开始将自己视为胜利者。

We tell them, "You can do anything.

我们告诉他们：“你可以做任何事。

You're a winner, you're a winner." And of course, you don't want to tell children or yourself or any other adult, "You're a loser," right?

你是胜利者，你是胜利者。”当然，你不想告诉孩子、你自己或任何其他成年人，“你是一个失败者”，对吗？

We do not want to do that.

我们不想这样做。

You don't want to undermine performance that way.

您不想以这种方式破坏性能。

But it's very clear based on this research and a lot of other papers similar to it, that we all have a giant blind spot sitting in our psychological field when we are getting and receiving praise.

但根据这项研究和许多其他类似的论文，很明显，当我们获得和接受赞扬时，我们的心理领域都有一个巨大的盲点。

That really it is the sort of praise that's attached to the very efforts that led to the results that will lead to even improved results over time.

这实际上是一种对导致结果的努力的赞扬，随着时间的推移，结果将得到进一步改善。

Okay, so this paper is really truly important.

好吧，这篇论文真的很重要。

It's a landmark paper in the field of psychology, motivation, learning, and performance, and that's why I'm discussing it in such detail here.

这是心理学、动机、学习和表现领域的里程碑式论文，这就是我在这里如此详细地讨论它的原因。

But it actually includes one additional piece of information that I also think everyone should know about.

但它实际上还包括我认为每个人都应该了解的另一条信息。

And that is the tendency for children who get intelligence praise to misrepresent their performance on subsequent efforts.

这就是那些获得智力赞扬的孩子在随后的努力中歪曲自己表现的倾向。

What do I mean by that?

我这么说是什么意思？

Basically what I'm saying is in this paper, they had the children perform on a given task, and then they either got intelligence praise, "You're so smart, you're so talented," or effort praise, "You worked so hard, you're so diligent, you kept going even when you were faced with results you didn't like."

基本上我在这篇论文中所说的是，他们让孩子们完成一项给定的任务，然后他们要么得到智力表扬，“你太聪明了，你太有才华了”，要么得到努力表扬，“你工作得很努力，你很勤奋，即使你面临着你不喜欢的结果，你仍然坚持下去。”

And then they had them do a series of other tasks and then report their results to other kids.

然后他们让他们做一系列其他任务，然后向其他孩子报告他们的结果。

And what they found is that children who get intelligence praise, when they need to report their scores, either by walking up to the board and putting a little mark where their particular score is, or telling another student what their score was, or even writing it down on a piece of paper covertly so that it's not visibly being compared to all the other scores.

他们发现，那些获得智力表扬的孩子，当他们需要报告自己的分数时，要么走到黑板前，在他们的特定分数所在的地方做一个小标记，要么告诉另一个学生他们的分数是什么，甚至偷偷地把它写在一张纸上，这样就不会明显地与所有其他分数进行比较。

The kids that got intelligence praise tend to lie about their score.

获得智力表扬的孩子往往会谎报自己的分数。

And as you could imagine, they tend to lie in the direction of making themselves appear as having performed better than they actually did.

正如你可以想象的那样，他们倾向于撒谎，让自己看起来比实际表现更好。

So this is a pretty sinister aspect of intelligence praise that we don't often hear about.

所以这是我们不常听到的智力赞扬的一个非常险恶的方面。

Even if you've heard telling a person that they are smart or talented can ultimately undermine performance.

即使您听说过告诉一个人他们很聪明或有才华最终也会损害绩效。

Rarely if ever, do we hear that telling someone that they're smart or talented can increase the probability that that person is going to misrepresent their performance in the future.

我们很少听到告诉某人他们很聪明或有才华会增加该人未来歪曲其表现的可能性。

And that's true regardless of whether or not they performed pretty well or not in the past.

无论他们过去的表现是否出色，都是如此。

You could imagine that the kids that were told that they were intelligent, that they're talented, that those kids, if they were doing well and then suddenly did poorly, that they slide the score up a little bit.

你可以想象，那些被告知他们很聪明、很有天赋的孩子，如果那些孩子表现很好，然后突然表现不佳，他们的分数就会稍微提高一点。

We don't want anyone to do that, but you can imagine how a young kid might do that to preserve their ego.

我们不希望任何人这样做，但你可以想象一个小孩子会如何这样做来保护他们的自我。

But no. In some cases, these kids are already performing pretty well.

但没有。在某些情况下，这些孩子已经表现得很好。

They're not getting 100%, but they're performing in the top bracket, and yet if they received intelligence praise, they're still more likely to lie about their performance, increasing it further still.

他们没有得到 100% 的分数，但他们的表现处于顶尖水平，但如果他们获得了智力赞扬，他们仍然更有可能对自己的表现撒谎，从而进一步增加这种表现。

Whereas the kids that receive the effort praise do no such thing.

而那些受到努力表扬的孩子却没有这样做。

They faithfully represent their performance.

他们忠实地代表了他们的表现。

And as I mentioned before, for many reasons that we'll talk about in a few minutes, meaning the mechanisms and what's really going on in the heads of these kids that get effort praise, they're performing better than everybody else.

正如我之前提到的，由于许多原因，我们将在几分钟后讨论，这意味着这些受到努力表扬的孩子的机制和头脑中到底发生了什么，他们的表现比其他人都好。

So just to illustrate how important the findings in this study really are, the paper was published in 1998.

因此，为了说明这项研究的发现到底有多么重要，这篇论文于 1998 年发表。

But just two years prior, in 1996, there was a survey of parents asking, to what extent do you believe that intelligence is fixed?

但就在两年前，即 1996 年，有一项针对家长的调查询问，您认为智力在多大程度上是固定的？

And 85% answered that they thought that intelligence was fixed.

85% 的人回答说他们认为智力是固定的。

That means they believe that the brain was sort of a vessel of fixed size.

这意味着他们相信大脑是一种大小固定的血管。

That, of course, when we're born into the world, it's kind of empty.

当然，当我们出生到这个世界上时，它是有点空的。

We don't have any knowledge.

我们没有任何知识。

But that the job of schooling was to teach kids things and reveal an intelligence capacity that was innate and that couldn't be increased upon.

但学校教育的任务是教孩子们一些东西，并揭示他们与生俱来的、无法后天培养的智力。

Whereas nowadays, we really understand, mainly through our deeper understanding of neuroplasticity and how the brain learns, that indeed the brain can learn and that intelligence is not fixed.

而如今，我们真正了解到，主要是通过对神经可塑性和大脑如何学习的更深入的了解，大脑确实可以学习，而智力并不是固定的。

However, in 1998, when these studies were done, most people were of the core belief that intelligence is fixed, that it cannot be improved upon.

然而，在 1998 年，当这些研究完成时，大多数人都坚信智力是固定的，无法提高。

And these results really drive home the fact that the type of feedback we get about our performance, even when our performance is good, can undermine our future performance.

这些结果确实让我们认识到这样一个事实：即使我们的表现很好，我们获得的有关表现的反馈类型也可能会损害我们未来的表现。

Or if we receive feedback of the effort praise type, the, "You tried so hard, you're so persistent" type, that our abilities can indeed improve.

或者，如果我们收到努力赞扬类型的反馈，“你很努力，你很坚持”类型，那么我们的能力确实可以提高。

And when you look at any intelligence test, if you look at a standard IQ test or you go way out onto the other end of the continuum in terms of intelligence testing, you look at emotional intelligence, it is very clear that anyone and everyone can improve their scores on those exams and, in fact, can improve the various aspects of intelligence, because in fact there are many different forms of intelligence, through dedicated effort.

当你看任何智力测试时，如果你看标准的智商测试，或者你在智力测试方面走到了连续体的另一端，你看情商，很明显，任何人和每个人都可以提高他们在这些考试中的分数，事实上，可以提高智力的各个方面，因为事实上，通过努力，有许多不同形式的智力。

So this paper was really ahead of its time, and it's really what seeded the entire field of growth mindset and the understanding of what that is.

因此，这篇论文确实超前于时代，它确实为整个成长心态领域以及对成长心态的理解播下了种子。

So now I'd like to shift our attention to not just how getting one form of praise or another form of praise can diminish or enhance performance, but really to ask why that would be, how that is.

因此，现在我想将我们的注意力转移到不仅是获得一种形式的表扬或另一种形式的表扬会如何降低或提高绩效，而是真正要问为什么会这样，那是怎样的。

Because in that understanding, there's a very simple set of tools, of narratives that you can tell yourself or that you can tell a child as they are attempting to learn that can greatly enhance your or their ability to learn.

因为在这种理解中，有一套非常简单的工具和叙述，您可以告诉自己，或者您可以在孩子尝试学习时告诉他们，这可以极大地提高您或他们的学习能力。

Before we go any further, however, I know many of you are listening to this with an eye toward the tools, meaning you want to know what the tools are that you can implement.

然而，在我们进一步讨论之前，我知道你们中的许多人都在关注这些工具，这意味着你们想知道可以实施哪些工具。

Well, earlier I had you ask some questions.

嗯，早些时候我让你问了一些问题。

What are you good at?

你擅长什么？

What have you been told you're good at?

有人告诉你你擅长什么？

And how did you arrive at being good at those things?

你是如何擅长这些事情的？

I also encourage you to think about what you've been told you're bad at or less good at, and what you tell yourself you're bad at and less good at, and how you arrived at that conclusion.

我还鼓励你思考一下别人告诉你你不擅长或不擅长什么，你告诉自己你不擅长和不擅长什么，以及你是如何得出这个结论的。

Right now, I'd like you to ask yourself, what is your typical narrative when you are engaging in things that you believe you are good at?

现在，我希望你问自己，当你从事你认为自己擅长的事情时，你的典型叙述是什么？

And what is your typical narrative, meaning your internal dialogue in your head, when you're engaging in things that you are not good at, or if you're not engaging in those things, when you think about engaging in those things?

当你从事你不擅长的事情时，或者如果你不从事那些事情时，当你考虑从事那些事情时，你的典型叙述是什么？

And the tool that's very effective to apply, even just in your own mind, is to start shifting your narrative from those performance narratives of being really good at something or bad at something, which in fairness are the labels I'm using here, but that's for sake of discussion and clarity.

即使只是在你自己的脑海中，应用起来也非常有效的工具就是开始将你的叙述从那些真正擅长或不擅长某事的绩效叙述中转移出来，公平地说，这是我在这里使用的标签，但这是为了讨论和清晰起见。

And to start to shift those narratives towards effort related narratives.

并开始将这些叙述转向与努力相关的叙述。

So I'll use myself as an example.

所以我将以我自己为例。

I'm pretty good at learning and remembering things, cognitive information.

我非常擅长学习和记忆事物、认知信息。

I'm pretty terrible at playing music.

我在演奏音乐方面很糟糕。

In fact, I'm downright terrible.

事实上，我真的很可怕。

If I were to step back from those two statements, I could take an intelligence type praise narrative and tell myself, "Okay, I have a great memory." Right?

如果我从这两个陈述中退一步，我可以采用智力类型的赞美叙述并告诉自己，“好吧，我的记忆力很好。”正确的？

That's a intelligence praise type narrative.

这是一种智力赞扬类型的叙述。

Or I could tell myself the truth, which is I tend to spend a lot of time with information in different forms.

或者我可以告诉自己真相，那就是我倾向于花费大量时间处理不同形式的信息。

I listen to it.

我听听。

I read it.

我读了它。

I write it down.

我把它写下来。

I highlight it.

我强调它。

I put it up on a whiteboard.

我把它放在白板上。

I tell myself that information again in my head.

我在脑海中再次告诉自己这个信息。

I think about it in different contexts.

我在不同的背景下思考这个问题。

I tell other people about it.

我告诉其他人这件事。

That's how I developed a good memory for certain types of information, and that's still how I continue to build my memory and my information bank in my head to this day.

这就是我如何对某些类型的信息形成良好记忆的方式，并且直到今天我仍然继续在我的头脑中建立我的记忆和信息库。

It's not because I have a, quote, unquote, great memory.

这并不是因为我有一个，引用，不引用，伟大的记忆力。

It's because I engage in certain verb processes to build up that memory.

这是因为我参与了某些动词过程来建立记忆。

Okay?

好的？

I can also take a look at the, let's call it the negative statement.

我还可以看一下，我们称之为否定陈述。

I am abysmal at music, which frankly is a fair statement.

我对音乐一窍不通，坦率地说这是一个公平的说法。

And I could say, "Okay, I'm just a terrible musician.

我可以说，“好吧，我只是一个糟糕的音乐家。

I have no musical sense.

我没有音乐感。

I have no musical ability." Those are labels of the intelligence type labels.

我没有音乐天赋。”这些是智力类型标签的标签。

Or I could look at the verbs.

或者我可以看看动词。

This is also true.

这也是事实。

I have never really spent a lot of time trying to learn an instrument.

我从来没有真正花很多时间去学习一门乐器。

I failed early on, at least in my mind.

我很早就失败了，至少在我看来是这样。

I failed to get the results I wanted, and so I stopped playing.

我没能得到我想要的结果，所以我不再玩了。

I made the dog next door howl, which by the way I did.

我让隔壁的狗嚎叫，顺便说一句，我确实做到了。

So I stopped playing.

所以我不再玩了。

I ceased the effort process.

我停止了努力过程。

And so in looking at it through that lens, yes, I'm a terrible musician, but I'm a terrible musician as a consequence of having never really engaged in the types of behaviors and effort over time that would have allowed me to be anything but a terrible musician.

因此，从这个角度来看，是的，我是一个糟糕的音乐家，但我是一个糟糕的音乐家，因为随着时间的推移，我从来没有真正参与过那些行为和努力，而这些行为和努力本来可以让我成为一个糟糕的音乐家。

Now, I'm not asking you to do this exercise simply as a way to puff yourself up about the things you're good at and reward yourself for all the effort that went into it, nor am I asking you to look at the things that you're not good at and trying to take away some of the shame and blame, although that would be a good thing as well, that led to the fact that you're not good at these things.

现在，我并不是要求你做这个练习，只是为了让自己对自己擅长的事情感到骄傲，并奖励自己为之付出的所有努力，也不是要求你审视自己不擅长的事情，并试图消除一些羞耻和责备，尽管这也是一件好事，但会导致你不擅长这些事情。

The reason I'm requesting that you ask those questions of yourself is that they can start to give you a sense of the actual tools and how those tools are implemented in order to get better at the things that you want to get better at and, and this is a very important and, to not set yourself up for getting worse at the things that you already think you're good at.

我要求你问自己这些问题的原因是，它们可以开始让你了解实际的工具以及这些工具是如何实现的，以便在你想要做得更好的事情上做得更好，这是非常重要的，并且不要让自己在你已经认为自己擅长的事情上变得更糟。

Because as we'll soon talk about, when we attach performance labels to things that we are really good at, we internalize that sense of self.

因为正如我们很快就会谈到的，当我们给自己真正擅长的事情贴上绩效标签时，我们就会将这种自我意识内化。

Oh, I'm good at this particular thing.

哦，我擅长这件事。

In my case, if I gave a performance label or an intelligence label, it would be of the sort, okay, I have a great memory.

就我而言，如果我给一个表现标签或智力标签，那就是这样的，好吧，我记忆力很好。

But what happens when someone gives themselves or hears a performance or intelligence label around something that they're good at and then has an error or has a period where they're not that good at something?

但是，当某人给自己或听到关于他们擅长的事情的表现或智力标签，然后犯了错误或有一段时间他们不擅长某事时，会发生什么？

Well, if you internalized a sense of identity around performing well at that thing, and then at some point you don't perform well, you will also attach your identity to that diminished performance.

好吧，如果你内化了一种在某件事上表现良好的认同感，然后在某个时候你表现不佳，你也会将你的认同感与这种下降的表现联系起来。

Whereas if you attach effort, verbs, to why you got good at something As well as why you are not good at something.

而如果你将努力、动词附加到为什么你擅长某事以及为什么你不擅长某事。

Well then there's only room for improvement.

那么只有改进的空间了。

Why do I say that?

我为什么这么说呢？

Well, when we're talking about effort, we're talking about verbs.

好吧，当我们谈论努力时，我们谈论的是动词。

That is inherent to you.

这是你与生俱来的。

If you did it in one context, you can do it in another.

如果您在一种情况下做到了这一点，那么您也可以在另一种情况下做到这一点。

Whereas ability and performance, it's not the case that if you have a good memory, you are by default a good musician.

虽然能力和表演，但并不是说如果你记忆力好，你就一定是一个好的音乐家。

That might be the case, but in my case, certainly it's not.

情况可能是这样，但就我而言，当然不是。

The point being, that when you think about the effort processes that you've engaged before and over and over again, that allows you to continue to get better in a given domain, even when, or perhaps we should say, especially when you stop getting the results you want or you start getting poor results.

重点是，当你一遍又一遍地思考你之前投入的努力过程时，这可以让你在给定的领域继续变得更好，甚至当，或者也许我们应该说，特别是当你不再得到你想要的结果或你开始得到糟糕的结果时。

And that effort process of practicing a lot, many repetitions, analyzing why you didn't get something right, that can be engaged in a lot of different endeavors across domains, as we say.

正如我们所说，大量练习、多次重复、分析为什么你没有做对事情的努力过程，可以参与跨领域的许多不同努力。

So when we talk about verbs like effort or persistence or practicing a lot or analyzing errors and why you did something incorrectly, and then getting back to the drawing board as it's called.

因此，当我们谈论“努力”、“坚持”、“大量练习”、“分析错误”以及为什么做错事等动词时，然后回到绘图板。

When you start to think about your successes and your failures through those lenses, through the lens of verbs, then you're really talking about something that's central to who you are.

当你开始通过这些镜头、通过动词的镜头来思考你的成功和失败时，那么你实际上是在谈论对你来说至关重要的事情。

It's how you're wired.

这就是你的接线方式。

It's machinery that exists in your brain and nervous system and body that you can engage that time and any time.

它是存在于你的大脑、神经系统和身体中的机器，你可以随时随地参与其中。

Okay, so I've been talking about cognitive or psychological processes, and the basic take home is that labels of intelligence, labels of identity undermine performance.

好的，我一直在谈论认知或心理过程，基本的结论是，智力标签、身份标签会破坏绩效。

And a striking aspect of that, by the way, which I failed to mention earlier, but I should have, is that if we receive those labels of being a high performer, smart, talented, et cetera, either before or after a given task or game or exam, it still has a detrimental effect in both cases.

顺便说一句，其中一个引人注目的方面，我之前没有提到，但我应该提到的是，如果我们在特定任务、游戏或考试之前或之后收到高绩效者、聪明、有才华等标签，那么在这两种情况下它仍然会产生有害影响。

Meaning you tell someone heading into something, "You're a great athlete.

意思是你告诉某人正在做某事，“你是一位伟大的运动员。

You are so smart.

你真聪明。

You're going to do so well on this exam." You undermine their performance.

这次考试你一定会考得很好。”你破坏了他们的表现。

Or if they take the exam and afterwards, before you see their scores or even after they score, let's say they get an A plus, they get everything perfect.

或者，如果他们参加了考试，然后，在你看到他们的分数之前，甚至在他们得分之后，假设他们获得了 A+，他们就一切都很完美。

And you say, "You are so smart.

然后你说：“你真聪明。

You are so talented." You are undermining their performance on the next exam.

你太有才华了。”你正在破坏他们下次考试的表现。

That's how striking these results are.

这就是这些结果的惊人之处。

And again, they've been shown again and again in different populations of students and adults.

而且，它们在不同的学生和成人群体中一次又一次地被展示出来。

Conversely, it's striking how powerful the effort labels can be at improving performance.

相反，努力标签在提高绩效方面的作用是惊人的。

Conversely, and fortunately, the same is true for effort-based praise.

相反，幸运的是，基于努力的表扬也是如此。

So if before a kid or adult heads into a competition or exam or preparation for a competition and exam, you say, "You know what?

因此，如果在孩子或成人参加比赛或考试或准备比赛和考试之前，您说：“你知道吗？

I know you to be a really dedicated worker.

我知道你是一个非常敬业的工人。

You really persist.

你还真坚持啊。

You know how to do hard things.

你知道如何做困难的事情。

You really dig your heels when it gets hard and you overcome challenges." If you do that before that child or adult heads into challenge, they will perform better.

当事情变得艰难并克服挑战时，你真的会坚定不移。”如果你在孩子或成人面临挑战之前这样做，他们会表现得更好。

And if after an exam or performance or practice, whatever the effort happens to be, you tell them, "You really worked hard.

如果在考试、表演或练习之后，无论付出什么努力，你都会告诉他们，“你真的很努力。

I love the way that even when you got kicked in the shin and you're limping along there and you're hurt, you continued to play." Or, "Even when everyone else went to sleep and you continued to study." Although, by the way, I do encourage people to get enough sleep.

我喜欢这样的方式，即使你的胫骨被踢了，你一瘸一拐地走着，你受伤了，你仍然继续打球。”或者，“即使其他人都睡了，而你仍在继续学习。”不过，顺便说一句，我确实鼓励人们获得充足的睡眠。

There are times in which, let's face it, the person who stays up latest studying, provided they get enough sleep, they're getting the extra hours in, right?

让我们面对现实吧，有时候熬夜学习的人，只要他们有足够的睡眠，他们就能获得额外的时间，对吗？

I might've been that kid in college or tried to be that kid in college.

我可能是大学里的那个孩子，或者试图成为大学里的那个孩子。

If you reward effort after the effort, you also set the mind, the brain of that child or adult up to provide more effort to future endeavors.

如果你在努力之后奖励努力，你也会让那个孩子或成人的思想、大脑为未来的努力付出更多的努力。

So it's very clear, it doesn't matter if the timing of the praise comes before or after a given bout of effort or performance.

所以很明显，表扬的时间是在某次努力或表现之前还是之后并不重要。

You give identity praise before, performance diminishes.

之前你给予身份表扬，绩效就会下降。

You give identity praise after, subsequent performance diminishes.

你给予身份表扬后，随后的表现就会下降。

You give effort praise before, performance goes up.

你之前给予努力表扬，绩效就会上升。

You give effort praise after, performance goes up.

你给予努力表扬后，绩效就会上升。

So I know I sound a little bit like a broken record, but we hear so often about growth mindset, about giving the right form of praise.

所以我知道我听起来有点像破唱片，但我们经常听到关于成长心态，关于给予正确形式的赞扬。

But it's not often that we are told when to give that praise.

但我们并不经常被告知何时给予这种表扬。

And the short answer, of course, is doesn't matter.

当然，简短的回答是没关系。

In fact, we should always be striving to give others and ourselves praise that is correctly attached to genuine effort.

事实上，我们应该始终努力给予他人和自己赞扬，而这种赞扬是正确地与真正的努力挂钩的。

And that word correctly is important here.

正确的这个词在这里很重要。

I'm not saying take a kid who performed poorly on an exam because they loafed, or the kid that was just shuffling their feet out on the soccer field and say, "Hey, great, you worked so hard," when they didn't.

我并不是说让一个因为偷懒而在考试中表现不佳的孩子，或者一个在足球场上拖着脚的孩子说：“嘿，太棒了，你工作得很努力”，而他们却没有这样做。

We know when we're being lied to or when we're lying to ourselves.

我们知道什么时候我们被欺骗了，或者什么时候我们在对自己撒谎。

But that should give you a sense of control, not a sense of lack of control, because ultimately, effort is something that we can control.

但这应该给你一种控制感，而不是缺乏控制感，因为最终，努力是我们可以控制的。

In fact, whenever I hear the term control what you can control, I get a little bit nauseated and a little bit irritated too, because it's never clear what people are referring to when they say, "Control what you can control.

事实上，每当我听到“控制你能控制的东西”这个词时，我都会有点恶心，也有点恼火，因为当人们说“控制你能控制的东西”时，我永远不清楚他们指的是什么。

Focus on what you can control." What's the thing that we all really can control?

专注于你能控制的事情。”我们真正可以控制的事情是什么？

It's our level of persistence and our level of effort.

这是我们的坚持程度和努力程度。

And of course, we all have different circumstances such that persistence and effort can be harder in certain circumstances and for certain people, certainly.

当然，我们都有不同的情况，在某些情况下，对某些人来说，坚持和努力当然会更困难。

But at the end of the day, at the end of the year, and at the end of our life, really the only thing that you really, truly can control is where you place your attention and where you place your effort.

但在一天结束时，在这一年结束时，在我们生命结束时，你唯一真正能控制的就是你把注意力放在哪里，你把努力放在哪里。

Those are the two things that are really inherent to you and your nervous system.

这些是你和你的神经系统真正固有的两件事。

No one can do the effort for us.

没有人能为我们做这一努力。

No one can direct our attention for us.

没有人可以为我们引导我们的注意力。

Things and people can try and divert or distract our attention and our effort, but ultimately, effort and attention, that is intrinsic motivation, come, as the name suggests, directly from us.

事物和人可以尝试转移或分散我们的注意力和努力，但最终，努力和注意力，即内在动机，顾名思义，直接来自我们。

Okay, so it's clear that we have a striking set of results in the literature.

好的，很明显我们在文献中得到了一系列惊人的结果。

And again, major hat tip to Carol Dweck and her colleagues for making this discovery.

再次向 Carol Dweck 和她的同事们的这一发现致敬。

It's what eventually led to the discovery of growth mindset, and it's what we're really building up to here.

这最终导致了成长心态的发现，这也是我们真正要建立的目标。

Okay, so this early work from Dweck and colleagues, and by early I mean late 90s, right?

好的，这是 Dweck 和同事的早期工作，我所说的早期是指 90 年代末，对吧？

Is really spectacular.

实在是太壮观了。

It really transformed the way that we think about education and learning in general, and in fact, neuroplasticity.

它确实改变了我们对教育和学习的整体思考方式，事实上，也改变了神经可塑性。

But what it didn't answer is why.

但它没有回答为什么。

Why is it that effort praise leads to better performance and intelligence praise, identity praise, leads to diminished performance?

为什么对努力的赞扬会带来更好的表现，而对智力、身份的赞扬会导致表现下降？

And it turns out that the answer resides in how people respond to errors, how they respond to feedback that they did not want.

事实证明，答案在于人们如何应对错误，如何应对他们不想要的反馈。

And there's a really nice study that looked at this mechanistically in the brain to ask what's going on under the hood, meaning within the brain, when people who have one mindset or another adopt a growth mindset.

有一项非常好的研究，从机制上观察了大脑中的这一现象，询问当拥有一种或另一种心态的人采用成长心态时，大脑内部发生了什么。

That is, the idea that if they engage in effort that they can get better at things, or if they have what's called a fixed mindset, this idea that if they're not performing well, it must be because they just simply can't perform well.

也就是说，如果他们付出努力就能在事情上做得更好，或者如果他们有所谓的固定心态，那么如果他们表现不佳，那一定是因为他们根本就表现不佳。

They don't have the capacity or the ability to perform well.

他们没有能力或能力去表现良好。

So the study I'm referring to is a study, first author Mangels, last author, no surprise, Carol Dweck, and it's entitled "Why Do Beliefs about Intelligence Influence Learning Success?

所以我指的这项研究是一项研究，第一作者是曼格尔斯，最后一位作者是卡罗尔·德韦克，毫不奇怪，它的标题是“为什么关于智力的信念会影响学习成功？”

A Social-Cognitive Neuroscience Model." I'm not going to go into all the details of this study, but this study used what's called ERPs, event-related potentials.

社会认知神经科学模型。”我不会详细介绍这项研究的所有细节，但这项研究使用了所谓的 ERP（事件相关电位）。

Event-related potentials are measured by putting a cap on the skull that has a bunch of electrodes, but they don't penetrate the skull.

与事件相关的电位是通过在头骨上放置一个带有一堆电极的帽子来测量的，但它们不会穿透头骨。

They're picking up electrical potentials that correlate with shifts in brain activity.

他们正在获取与大脑活动变化相关的电位。

Now, an advantage of ERPs is that it's pretty non-invasive.

现在，ERP 的一个优点是它非常非侵入性。

You can even do it on babies.

你甚至可以对婴儿做这件事。

You don't have to cut into the skull.

你不必切开头骨。

You don't have to remove any skin as you would if you were going to put electrodes down into the brain, which essentially is neurosurgery.

您不必像将电极放入大脑中那样去除任何皮肤，这本质上是神经外科手术。

And it's not as disruptive as being put into a functional magnetic imaging machine where you're put into a tube, and you have to lie motionless for an hour or more.

而且它不像被放入功能性磁成像机器中那样具有破坏性，在机器中你被放入管子中，并且你必须一动不动地躺一个小时或更长时间。

I actually was in an MRI machine, not for any clinical reason, but just as a diagnostic scan recently, and nowadays they allow you to watch Netflix in there or do something, but you have to stay very, very still.

事实上，我在核磁共振机里，不是出于任何临床原因，只是最近进行了一次诊断扫描，现在他们允许你在那里看 Netflix 或做一些事情，但你必须保持非常非常静止。

So it's hard for a lot of people to do that, but it can be done.

所以对于很多人来说很难做到这一点，但这是可以做到的。

If you need it to be done, you do it.

如果你需要它，你就去做。

But ERPs are great because people can come into the laboratory, put on this skull cap.

但 ERP 很棒，因为人们可以走进实验室，戴上这顶无边帽。

It's got this funny thing, or it looks funny with all these little wires coming out of it, and you can get a fairly good measure of global levels of activity across the brain.

它有一个有趣的东西，或者它看起来很有趣，所有这些小电线都从它出来，你可以很好地测量大脑的整体活动水平。

You can't really pinpoint fine structures, and you can't look at brain activity deep in the brain.

你无法真正精确地定位精细结构，也无法观察大脑深处的大脑活动。

That's probably the major drawback of looking at these ERPs.

这可能是这些 ERP 的主要缺点。

But you can see global shifts in activity across the brain, and the other advantage is you can do that while people are engaging a lot of different types of tasks.

但你可以看到大脑活动的全局变化，另一个优点是你可以在人们从事许多不同类型的任务时做到这一点。

You can move around a lot, whereas when you're in an MRI machine, you're in that little tube, you can't really do much.

你可以四处走动，但当你在核磁共振仪中时，你就在那个小管子里，你实际上不能做太多事情。

So this study had people equipped with these skull caps.

所以这项研究让人们配备了这些无边帽。

It looks like a hoodie with a bunch of wires coming out of it, and they had them play a game.

它看起来像一件连帽衫，里面有一堆电线，他们让他们玩游戏。

Basically, what they did is they were asked questions.

基本上，他们所做的就是被问问题。

These are trivia-type questions like, "What's the capital of Australia?" Australians, you're not allowed to answer that question, but everyone else should try.

这些都是琐碎类型的问题，例如“澳大利亚的首都是哪里？”澳大利亚人，你不可以回答这个问题，但其他人都应该尝试一下。

And then, here I'm paraphrasing, people indicated their confidence in how accurate they were with the response.

然后，我在这里解释一下，人们表达了他们对自己的回答的准确性的信心。

Okay?

好的？

So they ask them a question like, "What's the capital of Australia?"

所以他们问他们这样的问题：“澳大利亚的首都是哪里？”

The person would answer, and then they say, "How confident are you on a scale of, say, one to 10 that you got the answer correct?" And then they were given two pieces of feedback, and the first piece of feedback provided information only about their response accuracy.

这个人会回答，然后他们会说：“从 1 到 10 的范围内，你对回答正确的信心有多大？”然后他们得到了两条反馈，第一条反馈仅提供了有关他们响应准确性的信息。

Were they right or were they not right?

他们是对还是错？

And then the second feedback was they got the correct answer.

然后第二个反馈是他们得到了正确的答案。

So this is a pretty clever experimental design because it allowed the researchers to look at people's thinking as they're trying to get the right answer, then compare that to how confident they were that they had the right answer.

所以这是一个非常聪明的实验设计，因为它允许研究人员在人们试图获得正确答案时观察他们的想法，然后将其与他们对自己得到正确答案的信心进行比较。

Right?

正确的？

You could imagine that if someone was really confident, like if you ask me, "What's your name?" And I say, "Andrew." What's my confidence that my name is Andrew?

你可以想象，如果有人真的很自信，比如你问我，“你叫什么名字？”我说：“安德鲁。”我对我的名字是安德鲁有什么信心？

75%.

75%。

Just kidding, 100%.

开玩笑吧，100%。

Okay?

好的？

100%.

100%。

Whereas if you asked me, I was confronted with this the other day.

然而，如果你问我，我前几天就遇到过这个问题。

In your physics class, when they talked about the right-hand rule, which is, if you're listening, don't worry about it.

在你的物理课上，当他们谈论右手定则时，也就是说，如果你在听，就不要担心。

It's just when you put out your index finger, your middle finger, and your thumb with your right hand.

就是当你用右手伸出食指、中指、拇指的时候。

In the right-hand rule is the magnetic field, the middle finger, the index finger, the thumb, and I'm pretty sure that it's the magnetic field is the middle finger.

右手定则中就是磁场，中指、食指、拇指，我很确定就是中指就是磁场。

That's the vector of the middle finger.

这就是中指的向量。

But how confident am I in this result?

但我对这个结果有多大信心呢？

I don't know, maybe 50% because it's been a while since I've looked at this stuff.

我不知道，也许是 50%，因为我已经有一段时间没有看过这些东西了。

And I should know this, but I haven't looked at it, so 50%.

而且我应该知道这一点，但是我没有看过，所以50%。

When you give people these kinds of questions while recording brain activity, you're getting a lot of information.

当你在记录大脑活动的同时向人们提出此类问题时，你会获得大量信息。

You're looking at accuracy.

您正在考虑准确性。

You're also looking at confidence.

你也在寻找信心。

You're looking at lack of confidence, and you can correlate that with different patterns of brain activity.

你正在观察缺乏自信，你可以将其与不同的大脑活动模式联系起来。

Now, they had essentially two groups of people in this study.

现在，他们基本上有两组人参与这项研究。

One group had an intelligence mindset.

其中一组有智力思维。

They believed intelligence was more or less fixed.

他们相信智力或多或少是固定的。

The other had what we call a growth mindset.

另一个人有我们所说的成长心态。

They believed that through effort, that intelligence was malleable, that people could learn new information, including themselves.

他们相信，通过努力，智力是可塑的，人们可以学习新信息，包括他们自己。

They could learn new information.

他们可以学习新信息。

And you wouldn't necessarily think that these two groups would show different patterns of brain activity in response to getting things right or wrong while their brain was being imaged, but in fact, that's exactly what happened.

你不一定会认为这两组人在大脑成像时会表现出不同的大脑活动模式，以应对事情的正确或错误，但事实上，这正是发生的事情。

There's a certain waveform of activity.

有一定的活动波形。

The name isn't really important, but you call it the P3 wave in these ERP experiments.

名称并不重要，但您在这些 ERP 实验中将其称为 P3 波。

P3 wave is a certain pattern of activity that emerged during the presentation to the subject that they'd gotten something wrong.

P3 波是在向受试者展示他们做错了什么的过程中出现的某种活动模式。

So the P3 wave, it's just a little blip in neural activity in the brain correlated with when people were told, "Nope, you got that one wrong."

因此，P3 波只是大脑神经活动中的一个小现象，与人们被告知“不，你错了”相关。

Okay?

好的？

And what was really interesting is that the height of the P3, this, let's just call it an error signal because it correlated with the error signal.

真正有趣的是 P3 的高度，我们称其为误差信号，因为它与误差信号相关。

This nope, you got it wrong signal in the brain, that signal was larger in people with a fixed mindset as opposed to in people with the growth mindset Now, what was especially interesting is that the location of that activity was above a brain area called the anterior cingulate cortex, the ACC.

不，你在大脑中得到了错误的信号，固定心态的人的信号比成长心态的人更大。现在，特别有趣的是，该活动的位置位于称为前扣带皮层（ACC）的大脑区域上方。

The anterior cingulate cortex is a structure involved in many different functions in the brain, but one of its primary functions is that in the front of the ACC, what we call the rostral or anterior ACC, activity there tends to correlate with emotional responses.

前扣带皮层是大脑中涉及许多不同功能的结构，但其主要功能之一是在 ACC 的前部，即我们所说的吻侧或前 ACC，那里的活动往往与情绪反应相关。

It tends to correlate with our internal sense, so-called interoception.

它往往与我们的内部感觉，即所谓的内感受相关。

Whereas in the dorsal ACC, meaning the top of the ACC, activity there tends to correlate with cognitive information and cognitive appraisal.

而在背侧 ACC（即 ACC 的顶部）中，那里的活动往往与认知信息和认知评估相关。

Meaning this structure has a lot of different functions, but it's got a little area within it that tends to be more related to our emotional or somatic responses to things, and it's got another area inside of it that tends to be more related to our thinking, our cognition.

这意味着这个结构有很多不同的功能，但它内部有一个小区域往往与我们对事物的情感或躯体反应更相关，并且它内部还有另一个区域往往与我们的思维、认知更相关。

And what was really interesting is that in the group that had the fixed mindset, when they were told that they got something wrong, there tended to be a greater signal in that rostral or anterior ACC, meaning they had a bigger emotional response to it, or at least the neural activity suggested that.

真正有趣的是，在固定型思维模式的群体中，当他们被告知自己做错了什么时，头侧或前部 ACC 往往会发出更大的信号，这意味着他们对此有更大的情绪反应，或者至少神经活动表明了这一点。

Whereas people with a growth mindset, when presented with, "You got something wrong," the error signal, the error signal within their brain tended to reside or even to shift toward areas that are associated with cognitive appraisal.

而具有成长心态的人，当出现“你做错了”的错误信号时，他们大脑中的错误信号往往驻留在甚至转移到与认知评估相关的区域。

And so the conclusion of this study, as well as other studies using functional magnetic resonance imaging that have looked at similar tasks, is that when people have a growth mindset and they are presented with the information that they got something wrong, rather than just feel it as a somatic response or an emotional response, they tend to appraise it.

因此，这项研究以及其他使用功能磁共振成像研究类似任务的研究得出的结论是，当人们具有成长心态时，当他们看到自己做错了什么的信息时，他们往往会对其进行评价，而不仅仅是将其视为躯体反应或情绪反应。

They tend to direct their attentional resources toward trying to understand what the error was and why they got that error.

他们倾向于将注意力集中在试图理解错误是什么以及为什么会出现该错误上。

And this, I believe, is absolutely fundamental to understanding the distinction between a fixed mindset and a growth mindset.

我相信，这对于理解固定心态和成长心态之间的区别绝对是基础。

Because perhaps you've seen these lists, these side-by-side lists that a fixed mindset versus a growth mindset.

因为也许您已经看过这些列表，这些并排列出的固定心态与成长心态。

A fixed mindset is one in which you're trying to look smart, that you're not so focused on effort, that your response to setbacks is to give up, and your academic and other forms of performance tends to be low.

固定型心态是指你试图让自己看起来很聪明，你不太注重努力，你对挫折的反应就是放弃，你的学业和其他形式的表现往往很低。

Whereas in a growth mindset, your goal tends to be to learn.

而在成长心态中，你的目标往往是学习。

You tend to value effort more.

你往往更看重努力。

You tend to respond to setbacks by working harder, and your performance is higher.

你倾向于通过更加努力地工作来应对挫折，并且你的表现会更高。

And I'm not trying to make light of these lists.

我并不是想轻视这些清单。

These lists are important because they help us organize our information and differentiate between a fixed versus growth mindset.

这些列表很重要，因为它们帮助我们组织信息并区分固定心态和成长心态。

But they don't tell us why focusing on effort and engaging more effort would actually translate into higher performance.

但他们没有告诉我们为什么专注于努力并投入更多努力实际上会转化为更高的绩效。

For instance, you could imagine a scenario where the exact opposite is true.

例如，您可以想象一个情况恰恰相反。

Right?

正确的？

We could make up a just-so story where if your identity is so rigidly fixed to high performance, you're likely to outwork everybody.

我们可以编一个这样的故事：如果你的身份如此严格地固定在高绩效上，那么你很可能会超过所有人。

Right?

正确的？

That seems like a logical conclusion as well.

这似乎也是一个合乎逻辑的结论。

But that's not the way it plays out.

但事实并非如此。

It's when your identity is attached to your sense of ability to engage in ongoing effort, especially when you receive signals that you're getting things wrong or not performing well, that is tied to elevated performance.

当你的身份与你持续努力的能力联系在一起时，尤其是当你收到你做错事或表现不佳的信号时，这与绩效的提高联系在一起。

And the study using ERPs tells us that's likely to be the case because of how people who have a growth mindset focus their attention when they're told, "Nope, you got that wrong." Or when people think they got something right.

使用 ERP 的研究告诉我们，情况很可能是这样，因为具有成长心态的人在被告知“不，你错了”时会集中注意力。或者当人们认为他们做对了某件事时。

They give an answer, and they say, "What's your confidence level?" And they say, "90%, maybe 99%, maybe even 100%." And they say, "Hmm, it's wrong." People who have a fixed mindset focus on the emotional response to that.

他们给出答案，然后说：“你的信心水平是多少？”他们说，“90%，也许99%，甚至可能100%。”他们说：“嗯，这是错误的。”具有固定心态的人会关注对此的情绪反应。

More of their brain resources are devoted to, "Ah, I got it wrong.

他们更多的大脑资源投入到“啊，我错了。

I thought I got it right," than the people who have a growth mindset who are thinking, "Wait, okay, then what was that answer?

我认为我做对了”，而不是那些具有成长心态的人，他们会想：“等等，好吧，那么答案是什么？

And how could I possibly get that answer wrong?

我怎么可能得到错误的答案呢？

I'm going to figure that out." Okay?

我会想办法解决这个问题的。”好的？

Now, as you're hearing this, you're probably thinking, "Oh, no, I'm somebody who reflexively gets disappointed when I get something wrong." Well, fortunately, this is not just about that 100 milliseconds to five seconds after you're told something is wrong.

现在，当您听到这句话时，您可能会想：“哦，不，我是一个当我做错事情时本能地感到失望的人。”幸运的是，这不仅仅是您被告知出现问题后的 100 毫秒到 5 秒。

You can shift from a fixed mindset to a growth mindset response.

您可以从固定心态转变为成长心态反应。

In fact, that's an important tool that we all need to learn how to implement.

事实上，这是我们都需要学习如何实施的重要工具。

We all suffer from fixed mindset.

我们都患有固定型思维模式。

All suffer from fixed mindset in certain endeavors.

在某些努力中，所有人都患有固定型思维模式。

And when we get things wrong, especially when there's some embarrassment or shame, which often accompanies when we think we were very right, we're convinced we're right, that fixed mindset can really hijack our emotional response.

当我们做错事时，尤其是当我们感到尴尬或羞耻时，当我们认为自己是对的，我们确信自己是对的时，这种情况经常伴随而来，固定型思维模式确实会劫持我们的情绪反应。

But there are a lot of data that point to the fact that at those moments, if we think, "Okay, I'm going to step back from that, and I'm going to just think about the error.

但有很多数据表明，在那些时刻，如果我们想，“好吧，我要后退一步，我要考虑一下错误。

I'm going to think about what led to the error, and I'm going to start devoting my attentional resources to that process," that process itself can be built up over time such that we start to outweigh the fixed mindset with growth mindset, simply by devoting our attentional resources to the error, acknowledging it happened, maybe feeling something about it, maybe not.

我会思考是什么导致了错误，我将开始将我的注意力资源投入到这个过程中，”这个过程本身可以随着时间的推移而建立，这样我们就开始用成长心态来超越固定心态，只需将我们的注意力资源投入到错误上，承认它发生了，也许对此有感觉，也许没有。

It's really hard to control our feelings.

控制我们的情绪真的很难。

What we can control, as I mentioned before, is our effort and our attention.

正如我之前提到的，我们可以控制的是我们的努力和我们的注意力。

So focusing our attention on why we got something wrong and really digging into that, that's growth mindset in action.

因此，将我们的注意力集中在我们犯错的原因上，并真正深入研究它，这就是行动中的成长心态。

So you'll notice as we have this discussion about the more mechanistic underpinnings of growth mindset, is that we're not talking about psychological terms as much.

所以你会注意到，当我们讨论成长心态的机械基础时，我们并没有过多地谈论心理学术语。

We're not talking about ego protection.

我们不是在谈论自我保护。

We're not talking about identity.

我们不是在谈论身份。

Now, all of those things are extremely important.

现在，所有这些事情都非常重要。

But the problem with things like ego protection and identity is that when we are faced with results that we don't want, and we are faced with those results in a real-world context, like we're not getting the results we want in school, in work, in athletics, in relationships, et cetera, we hear these messages, and we try to, for instance, set our ego aside or not attach our identity so much to what is happening.

但自我保护和身份等问题的问题在于，当我们面临我们不想要的结果时，我们在现实世界中面对这些结果，比如我们在学校、工作、体育、人际关系等方面没有得到我们想要的结果，我们会听到这些信息，然后我们会尝试，例如，把我们的自我放在一边，或者不把我们的身份过多地附加到正在发生的事情上。

But it's really, really hard.

但这真的非常非常难。

And it's really, really hard because statements like set your ego aside or don't attach yourself to it so much are wonderful aspirations, but there's no actual process that one can go through By oneself that allows you to immediately disentangle yourself from your ego.

这真的非常非常困难，因为像把你的自我放在一边或不要太执着这样的陈述是美好的愿望，但没有一个人可以自己经历的实际过程让你立即摆脱自我的束缚。

There's this whole process of ego dissolution that we talked about in the episode with Robin Carter Harris, but none of that was directed at specific challenges that one is undertaking in real time.

我们在罗宾·卡特·哈里斯的剧集中谈到了自我消解的整个过程，但这些都不是针对人们实时面临的特定挑战。

So when you're faced with results that you don't like, you can't simply step back, nor should you expect yourself to be able to step back and say, "Oh, I'm not going to get upset about this error." It makes perfect sense why you would get upset about not getting the results that you want.

因此，当你面对不喜欢的结果时，你不能简单地退后一步，也不应该指望自己能够退后一步说：“哦，我不会因为这个错误而感到沮丧。”这就是为什么你会因为没有得到你想要的结果而感到沮丧，这是完全有道理的。

However, once you start to understand some of the mechanistic underpinnings of what will allow you to rescue your performance, that is to start focusing on those errors from a more cognitive and a slightly less emotional stance, or even a combination of emotional and cognitive.

然而，一旦你开始了解一些能够挽救你的表现的机制基础，那就是开始从更多的认知和稍微不那么情绪化的立场，甚至是情绪和认知的结合来关注这些错误。

Because it's very hard to suppress our emotional response to something, but oftentimes we can enhance our attentional or cognitive response to something in parallel with that, and in doing so, we can rob some of the emotional response.

因为很难抑制我们对某事的情绪反应，但通常我们可以同时增强对某事的注意力或认知反应，这样做，我们可以剥夺一些情绪反应。

And when we do that sort of thing, it's hard, and anytime we do hard things, we generally want to know that the doing of those hard things is working, that it's in service to something.

当我们做这类事情时，这很困难，每当我们做困难的事情时，我们通常都想知道做这些困难的事情是有效的，它是为某些事情服务的。

And the study I just reviewed, as well as what I'm going to talk about next, really points to the fact that building up a practice, a capacity of focusing on one's effort, on focusing on the errors one made from a cognitive standpoint, and really trying to understand what led to those errors is the basis, it's the cornerstone of building up growth mindset.

我刚才回顾的研究，以及我接下来要讨论的内容，确实指出了这样一个事实：建立一种实践，一种专注于自己努力的能力，从认知的角度关注自己所犯的错误，并真正尝试理解导致这些错误的原因，这是基础，是建立成长心态的基石。

It does, however, require that we don't just tell ourselves to focus on effort and the errors and analyzing those errors.

然而，它确实要求我们不仅仅告诉自己要关注努力和错误并分析这些错误。

It also requires an additional piece, which is what we're going to talk about now.

它还需要一个额外的部分，这就是我们现在要讨论的内容。

So by now, I like to think that we all understand what growth mindset is and what differentiates it from a fixed mindset.

所以到目前为止，我认为我们都了解什么是成长心态以及它与固定心态的区别。

However, just understanding what growth mindset is and having a desire to implement it and a bit of understanding of how to implement it turns out to be necessary but not sufficient.

然而，仅仅了解什么是成长心态并渴望实施它以及对如何实施它有一点了解是必要的，但还不够。

There's an additional piece that we need to accomplish.

我们还需要完成一项额外的工作。

The good news is that additional piece is very straightforward to understand.

好消息是附加部分非常容易理解。

If we zoom out and we start to really understand that growth mindset is really a way of connecting motivation to cognition.

如果我们把目光放远，我们就会开始真正理解成长心态实际上是将动机与认知联系起来的一种方式。

It's taking this thing that we call motivation, which is, of course, what we all want.

它就是我们所说的动力，这当然是我们都想要的。

We all want to be motivated, we all want to be effort-driven, et cetera.

我们都希望受到激励，我们都希望被努力驱动，等等。

And we take motivation, and we tie it to a set of specific thoughts or thought processes that we can control.

我们采取动机，并将其与我们可以控制的一组特定想法或思维过程联系起来。

That is far and away different than looking at motivation simply as an emotional or an internal state of quote-unquote "feeling motivated." And in fact, that's what most people, including myself, default to.

这与仅仅将动机视为一种情感或一种内部状态（引用不引用“感觉被激励”）截然不同。事实上，这就是大多数人，包括我自己，默认的做法。

We want to feel motivated.

我们想要感受到动力。

So fortunately, we try and get good sleep, which is essential.

幸运的是，我们努力获得良好的睡眠，这是至关重要的。

That really helps for daytime mood focus and alertness, and thereby motivation.

这确实有助于白天的情绪集中和警觉性，从而提高动力。

We hydrate.

我们补充水分。

We exercise.

我们锻炼身体。

We might even drink caffeine as a way to increase our level of alertness and motivation.

我们甚至可能喝咖啡因来提高警觉性和积极性。

And all of that is fine and good.

所有这一切都很好。

In fact, all of that is encouraged, although I would say that the caffeine part is optional.

事实上，所有这些都是受到鼓励的，尽管我想说咖啡因部分是可选的。

But all those other things are encouraged toward mental health, physical health, and performance and motivation.

但所有其他事情都被鼓励促进心理健康、身体健康、表现和动力。

But what growth mindset is really about is it's taking this thing that we call motivation, and it's saying, okay, what are the specific types of thoughts and actually the specific thoughts, the specific cognitive processes that will allow us to feel more motivated, especially under conditions where we feel something is hard or where we are not getting the results we want.

但成长心态的真正含义是，它采取了我们称之为动机的东西，它说的是，好吧，具体的想法类型是什么，实际上具体的想法是什么，具体的认知过程会让我们感到更有动力，特别是在我们感觉某件事很困难或没有得到我们想要的结果的情况下。

And in order to master that process, we need to embrace another mindset.

为了掌握这个过程，我们需要接受另一种心态。

That's right.

这是正确的。

In order to access growth mindset, it's very clear that we need to be able to think about errors, and we need to overcome errors, and we need to devote our attention to errors, and we need to devote our attention to reframing what's going on in our head when we're feeling not motivated, et cetera.

为了获得成长心态，很明显，我们需要能够思考错误，我们需要克服错误，我们需要把注意力集中在错误上，当我们感觉没有动力时，我们需要集中注意力来重新构建我们头脑中发生的事情等等。

And all of that is really hard to do from a purely psychological standpoint.

从纯粹的心理学角度来看，所有这些确实很难做到。

But there's this additional mindset which has to do with our mindset around stress and frustration itself that can allow us to access growth mindset far more easily.

但还有一种额外的心态与我们对压力和挫折本身的心态有关，它可以让我们更容易地获得成长心态。

And this mindset around stress actually has a name.

这种围绕压力的心态实际上有一个名字。

It's called the stress is enhancing mindset, and there's a very straightforward way to increase your stress is enhancing mindset.

这就是所谓的压力是增强心态，有一个非常简单的方法来增加你的压力，就是增强心态。

So first, I want to step back and acknowledge the person who really made some of the key fundamental discoveries in this area that we call stress is enhancing mindsets.

首先，我想退后一步，向在我们称之为压力增强心态的领域真正做出一些关键基本发现的人表示感谢。

And that's Dr. Alia, sometimes referred to as Dr. Alia Crum.

这就是阿莉亚博士，有时也被称为阿莉亚·克拉姆博士。

She's a tenured professor of psychology at Stanford.

她是斯坦福大学心理学终身教授。

She also is a former Division I athlete and a licensed clinical psychologist.

她还是前一级运动员和执业临床心理学家。

She's an absolute phenom, and I promise you that she is so successful in all those categories by way of immense amounts of effort.

她绝对是一个天才，我向你保证，她通过巨大的努力在所有这些类别中都取得了如此成功。

In addition to that, she also happens to be an incredibly kind person and generous person.

除此之外，她也是一个非常善良和慷慨的人。

She was a guest on this podcast previously.

她之前是这个播客的嘉宾。

You can find that episode in the show note captions or by going to hubermanlab.com and simply searching for mindset Crum, C-R-U-M.

您可以在节目注释标题中找到该剧集，也可以访问 hubermanlab.com 并简单地搜索心态 Crum，C-R-U-M。

Her personal story and her work and the tools she offers are absolutely spectacular.

她的个人故事、她的工作以及她提供的工具绝对令人惊叹。

However, you don't need to go to that episode just yet.

不过，您现在还不需要观看该剧集。

I'm going to talk about some of those tools now, and I'm going to talk about how using those tools can allow you to access growth mindset.

我现在要讨论其​​中一些工具，并且我将讨论如何使用这些工具让您获得成长心态。

And then I'm going to talk about how the combination of applying a stress is enhancing mindset with a growth mindset acts synergistically to even further improve performance in the short and long run.

然后我将讨论如何将施加压力与成长心态相结合来增强心态，从而进一步提高短期和长期的绩效。

The stress is enhancing mindset is the outgrowth of many different studies, and not just from Dr. Alia Crum, but from others as well.

压力正在增强心态是许多不同研究的成果，这些研究不仅来自阿莉亚·克拉姆博士，也来自其他人。

But for the time being, I want to focus on one paper in which Dr. Crum was the first author.

但目前，我想重点关注一篇 Crum 博士为第一作者的论文。

So this work was done before she arrived at Stanford.

所以这项工作是在她到达斯坦福之前就完成的。

The paper is entitled "Rethinking Stress: The Role of Mindsets in Determining the Stress Response." And the key takeaway from this paper is that how we think about stress impacts how we react to stress.

该论文的标题是“重新思考压力：心态在确定压力反应中的作用”。本文的主要结论是，我们对压力的看法会影响我们对压力的反应。

So much so, in fact, that what this paper illustrates is that if people are given even just a short tutorial about some of the negative consequences of stress on learning and performance and their physiology and their health, they experience a lot of negative consequences of stress when they are put into a stressful circumstance.

事实上，本文所说明的是，如果人们只接受一个简短的教程，了解压力对学习、表现、生理和健康的一些负面影响，那么当他们处于压力环境中时，他们就会经历很多压力的负面影响。

Conversely, if people are taught about the performance-enhancing aspects of stress Then those people will experience performance enhancement when they are confronted with stress in a learning or other performance-type environment.

相反，如果人们被教导有关压力提高绩效的方面，那么当这些人在学习或其他绩效类型的环境中面临压力时，他们就会体验到绩效的提高。

So what we are talking about here is not the placebo effect.

所以我们这里讨论的不是安慰剂效应。

I want to be very clear about that.

我想非常清楚地说明这一点。

We are also not talking about lying to people in order to shift their response to stress.

我们也不是在谈论为了改变人们对压力的反应而对人们撒谎。

What we're talking about here is two different conditions.

我们这里讨论的是两种不同的情况。

One condition where people are exposed to information that is true about how stress can diminish performance, and another condition in which people are exposed to information that is also true about how stress can enhance performance.

在一种情况下，人们接触到关于压力如何降低绩效的真实信息，在另一种情况下，人们接触到关于压力如何提高绩效的信息也是正确的。

Now, you might be saying, how can it be true that stress is both performance diminishing and stress is performance enhancing?

现在，您可能会说，压力既会降低绩效又会提高绩效，这怎么可能是真的呢？

And, ah, therein lies the key takeaway from this paper.

而且，啊，这就是本文的关键要点。

It depends on what you believe about stress.

这取决于您对压力的看法。

In fact, a different way to umbrella this whole discussion is to say that how you think about stress impacts the stress response in profound ways.

事实上，概括整个讨论的另一种方式是，你对压力的看法会深刻地影响压力反应。

So this paper, "Rethinking Stress: The Role of Mindsets in Determining Stress", did a very simple set of manipulations.

因此，这篇论文“重新思考压力：心态在决定压力中的作用”做了一组非常简单的操作。

They had people in one group listen to a lecture that effectively was titled, quote, "The Effects of Stress Are Negative and Should Be Avoided".

他们让一组人听一场讲座，其标题实际上是“压力的影响是负面的，应该避免”。

And that lecture included information about how stress diminishes performance and how it can diminish health and vitality, learning and performance, productivity.

该讲座包括有关压力如何降低绩效以及压力如何降低健康和活力、学习和绩效、生产力的信息。

It increases uncertainty, et cetera.

它增加了不确定性等等。

Okay?

好的？

And all of that information is true.

所有这些信息都是真实的。

A separate group listened to a lecture entitled, quote, "Experiencing Stress Improves Health and Vitality".

另一个小组听了题为“体验压力改善健康和活力”的讲座。

And again, that information is true.

再说一次，该信息是真实的。

Now, I realize that some of you are probably still asking, how can it be that stress diminishes health and performance and stress also enhances health and performance?

现在，我意识到你们中的一些人可能仍在问，为什么压力会损害健康和表现，而压力也会增强健康和表现呢？

And the answer lies in two things.

答案在于两件事。

One, the level of stress, and therefore the level of hormones that are released in response to that stress, the duration over which the stress response occurs.

一是压力水平，以及因压力而释放的激素水平，以及压力反应发生的持续时间。

But the key variable here is that our cognitive understanding about what stress does impacts whether or not our physiology goes down the direction of debilitating or enhancing effects of stress.

但这里的关键变量是，我们对压力的认知理解会影响我们的生理机能是否朝着削弱或增强压力影响的方向发展。

Okay?

好的？

So we've got a condition here where people are being informed very differently about what stress does.

因此，我们遇到了这样一种情况：人们对压力的作用的了解非常不同。

In one case, it's the stress is bad message.

在一种情况下，压力是坏消息。

In the other case, it's the stress is good message.

在另一种情况下，压力是个好消息。

And there are many different experiments within this paper.

本文中有许多不同的实验。

But one of the more interesting ones, I believe, is where they looked at work performance, both in terms of performance of what they call soft tasks, so these are somewhat easier tasks, as well as hard tasks.

但我认为，更有趣的事情之一是他们观察工作绩效，无论是在他们所谓的软任务的绩效方面，所以这些都是比较容易的任务，以及硬任务。

And when you look at the group that was given information about how stress diminishes performance in the soft tasks, okay, so the somewhat easy tasks, you don't see much change in their performance as you compare the before the learning about stress is diminishing to after the learning.

当你观察那些获得关于压力如何降低软任务表现的信息的小组时，好吧，所以有些简单的任务，当你比较学习压力减弱之前和学习之后时，你不会看到他们的表现有太大变化。

Whereas the people who learn that stress is enhancing actually experience some improvement in work performance, even though the challenge that they're facing isn't that great.

而那些知道压力会增强的人实际上会在工作表现上有所改善，尽管他们面临的挑战并不是那么大。

So again, what this means is that learning that stress can enhance performance by providing people true information about how stress can enhance performance can increase performance even in the context of stuff that's not that hard, not that stressful.

再说一次，这意味着，通过向人们提供有关压力如何提高绩效的真实信息，了解压力可以提高绩效，即使在不那么困难、压力不大的情况下，也可以提高绩效。

Even more interesting is that when you look at performance on tasks that are considered hard and you compare the stress is diminishing group, meaning the group that was taught that stress is diminishing, and compare that to the stress is enhancing group, you see a really divergent response.

更有趣的是，当你观察被认为困难的任务的表现并比较压力递减组（这意味着被教导压力正在递减的组）与压力增强组进行比较时，你会看到一个非常不同的反应。

The people that learned that stress diminishes performance did not improve at all.

那些了解到压力会降低绩效的人根本没有进步。

Whereas the people that learned that stress can enhance performance enhanced their performance significantly.

而那些了解到压力可以提高绩效的人则显着提高了他们的绩效。

Now, keep in mind, all they are doing is learning that stress can enhance their performance, and then they're given a task and they're performing better.

现在，请记住，他们所做的就是了解压力可以提高他们的表现，然后他们被分配任务并且表现更好。

So that's pretty spectacular, right?

所以这非常壮观，对吧？

There's no training session that they went and did.

他们没有参加任何培训课程。

They didn't practice these items that they were being tested on in between.

他们没有练习在中间测试的这些项目。

They weren't given a bunch of drills to do, and they didn't take a lot of time to do it.

他们没有被要求做很多练习，也没有花很多时间来做。

They just heard a tutorial about how stress can enhance performance.

他们刚刚听到了有关压力如何提高表现的教程。

And that, I believe, is remarkable because what it says is that our cognitive appraisal about stress, which we all are going to experience in life, right?

我认为，这是值得注意的，因为它所说的是我们对压力的认知评估，我们所有人都会在生活中经历，对吗？

Elevated heart rate, narrowing of visual focus, shifting of blood away from the periphery.

心率加快、视觉焦点变窄、血液从周围转移。

All of these things are characteristic features of the stress response that we learn, especially in this day and age, because it's talked about a lot in popular culture, that, oh, all of these mechanisms were put into us in order for us to get away from the saber-toothed tiger or the lion that's trying to eat us.

所有这些都是我们学到的压力反应的典型特征，尤其是在当今时代，因为流行文化中经常谈论这一点，哦，所有这些机制都被植入我们体内，以便我们摆脱剑齿虎或试图吃掉我们的狮子。

Let's be fair.

让我们公平一点吧。

The stress response is there for a lot of reasons, not just because of saber-toothed tigers and lions.

压力反应的存在有很多原因，不仅仅是因为剑齿虎和狮子。

I mean, that's kind of a story that we make up.

我的意思是，这是我们编造的故事。

The stress response is inherent, not just to us, but to other species, as a way to mobilize us either away from things or toward things, right?

压力反应是固有的，不仅对我们如此，对其他物种也是如此，作为一种动员我们远离事物或走向事物的方式，对吗？

We need to have somewhat of a stress response in order to engage in adaptive challenge.

我们需要有一定的压力反应才能应对适应性挑战。

Yes, it's true that hundreds and thousands of years ago, those adaptive challenges probably involved hunting, but they probably involved social challenges as well.

是的，确实，在成百上千年前，这些适应性挑战可能涉及狩猎，但它们也可能涉及社会挑战。

Do you think it was easy for cavemen and women to engage socially and kind of settle out their romantic interactions, et cetera?

你认为穴居人和女人参与社交活动并解决他们的浪漫互动等容易吗？

Do you think it was easy for them to raise children?

你以为他们养孩子容易吗？

No, of course not.

不，当然不是。

The stress response is there for a variety of reasons, not just to get away from predators.

压力反应的存在有多种原因，而不仅仅是为了躲避掠食者。

The really exciting thing that's been discovered in the course of Ali Crumb's work and other work in the last couple of decades is that the stress response is neither good nor bad.

在 Ali Crumb 的工作和过去几十年的其他工作中发现的真正令人兴奋的事情是，压力反应既不好也不坏。

The stress response depends on whether or not you believe the sensations that you're experiencing, elevated heart rate, narrowing of visual focus, et cetera, are serving to enhance your performance or diminish your performance.

压力反应取决于您是否相信您所经历的感觉、心率升高、视觉焦点缩小等会提高您的表现或降低您的表现。

And this study really points to the fact that just learning that it can enhance performance can enhance performance.

这项研究确实指出了这样一个事实：只要知道它可以提高绩效，就可以提高绩效。

Now, I know a number of you are probably saying, wait, but stress doesn't feel good.

现在，我知道你们中的许多人可能会说，等等，但压力并不好。

Right?

正确的？

And oftentimes, we experience stress under conditions where we're trying to learn or get good at something or listen better or do something, and it actually is diminishing performance.

通常，当我们试图学习或擅长某件事、更好地倾听或做某事时，我们会感到压力，而这实际上会降低我们的表现。

And I think it's important to acknowledge that.

我认为承认这一点很重要。

This study and studies like it are not saying that stress becomes pleasant as a sensation in the body, nor is it saying that it always leads to improved performance.

这项研究和类似的研究并不是说压力作为身体的一种感觉会变得令人愉快，也不是说压力总是会带来表现的提高。

I don't want you to think that's the take-home message.

我不想让你认为这是最重要的信息。

Sometimes it does, it can, as was demonstrated in this research paper.

有时确实如此，正如本研究论文所证明的那样。

But oftentimes, as we know, stress diminishes our performance.

但正如我们所知，压力常常会降低我们的表现。

It takes us away from the landmarks we want to hit.

它让我们远离了我们想要到达的地标。

It takes us away from the grades we want to get.

它使我们远离了我们想要获得的成绩。

It takes us away from, quote-unquote, showing up how we want to.

它让我们远离了，按我们想要的方式展示。

Right?

正确的？

No one wants to have the blotchy skin and the sweating and the quaking of voice when we're trying to do public speaking and things of that sort.

当我们试图进行公开演讲或诸如此类的事情时，没有人希望皮肤出现斑点、出汗和声音颤抖。

No one wants any of that.

没有人想要这些。

What's important to understand is that learning that stress is a way of mobilizing resources in the body does two things.

重要的是要理解，了解压力是调动体内资源的一种方式有两件事。

First of all, it allows us to dampen or adjust the stress response in real time, and it allows us to understand that that stress response heightens our level of focus in a way that allows us to pay attention to the things that are going wrong in a way that allows us to make correction to those errors in the future.

首先，它使我们能够实时抑制或调整压力反应，并且使我们了解压力反应会提高我们的注意力水平，使我们能够关注出现问题的事情，从而使我们能够在未来纠正这些错误。

So if you think back to that study, that ERP study where they measured brain activity and they looked at people who had a fixed mindset versus people who had a growth mindset, and the people who had a growth mindset were paying more cognitive attention to what was happening during errors and after errors.

所以，如果你回想一下那项研究，在 ERP 研究中，他们测量了大脑活动，并观察了具有固定心态的人和具有成长心态的人，而具有成长心态的人会更加关注错误期间和错误之后发生的事情。

Well, this stress is enhancing mindset is very powerful because what it does is it shifts one's attention away from the kind of somatic experience of, "Oh my goodness, my heart rate is elevated, I'm sweating, I'm quaking, I sound terrible, I feel terrible, I look terrible," et cetera, to a mode of allocating more of our thinking toward analyzing why things might be going wrong.

嗯，这种压力增强心态非常强大，因为它的作用是将人的注意力从“天哪，我的心率升高，我出汗，我在颤抖，我听起来很糟糕，我感觉很糟糕，我看起来很糟糕”等等的身体体验转移到一种将我们的思维更多地分配给分析为什么事情可能会出错的模式。

And something else powerful happens when we embrace a stress is enhancing mindset as well.

当我们接受压力时，其他强大的事情也会发生，这也会增强心态。

When we embrace a stress is enhancing mindset, it turns out that some of the very physiological processes that we call, quote-unquote, stress shift in important ways.

当我们接受压力可以增强心态时，事实证明，我们所说的一些生理过程，即压力，会以重要的方式发生转变。

Some of those include the duration over which the stress hormone cortisol is released.

其中一些包括压力荷尔蒙皮质醇释放的持续时间。

And in fact, I don't even really want to call it a stress hormone because cortisol does so many other things as well, and it's not bad.

事实上，我什至不想将其称为压力荷尔蒙，因为皮质醇还有很多其他作用，而且它还不错。

You need cortisol.

你需要皮质醇。

Believe me, you want cortisol, especially released early in the day and in response to acute stressors.

相信我，您需要皮质醇，尤其是在一天早些时候释放的皮质醇，以应对急性压力。

What you don't want is for cortisol to stay elevated for long, long periods of time, and you especially don't want it to interfere with your sleep.

您不希望皮质醇长时间保持升高状态，尤其不希望它干扰您的睡眠。

Okay?

好的？

So much so that I think at times I wonder whether or not our philosophy on stress should be that stress is fantastic for us except when it interferes with our sleep.

以至于我有时想知道我们关于压力的哲学是否应该是压力对我们来说是美妙的，除非它干扰我们的睡眠。

Right?

正确的？

And when stress becomes terrible for us is when it starts to be chronically elevated, and especially when it starts to inhibit our ability to sleep well enough and long enough.

当压力对我们来说变得可怕时，就是它开始长期升高，特别是当它开始抑制我们睡得足够好、睡得足够长的能力时。

Okay.

好的。

So the point here is that when we embrace a stress is enhancing mindset, we are able to have shorter duration release of cortisol.

所以这里的要点是，当我们接受压力增强的心态时，我们能够更短地释放皮质醇。

We are also able to engage what's called increased stroke volume under conditions of stress.

我们还能够在压力条件下增加每搏输出量。

This gets a little bit technical, but the amount of blood that your heart can pump with each beat turns out to be a key metric of stress.

这有点技术性，但心脏每次跳动所能泵出的血液量却是衡量压力的一个关键指标。

When we are very stressed, even though we need to mobilize a lot of resources, somewhat paradoxically, our total stroke volume can actually be reduced, and we tend to shuttle blood and other resources towards the core of our body and towards major limbs, and away from things like our brain and our periphery.

当我们压力很大时，即使我们需要调动大量资源，但有些矛盾的是，我们的总每搏输出量实际上会减少，并且我们倾向于将血液和其他资源输送到身体的核心和主要四肢，而不是我们的大脑和外围设备。

So one of the key measures of how a stress response, quote-unquote, is going is how much peripheral blood flow there is.

因此，衡量压力反应如何进行的关键指标之一是外周血流量。

And when we are more relaxed under conditions of stress, there tends to be more peripheral blood flow.

当我们在压力条件下更加放松时，末梢血流量往往会增加。

When we are more anxious, more panicked under conditions of stress, peripheral blood flow is lower.

当我们在压力条件下更加焦虑、更加惊慌时，外周血流量就会降低。

And in a remarkable set of experiments, Ali Crumb and colleagues have shown that when we are just taught that stress can be enhancing and then we are placed into a stressful environment, either because we are imagining stress or we are experiencing real stress and then our physiology is measured, what is observed is that the total amount of blood that the heart can pump with each beat is actually increased.

在一系列引人注目的实验中，Ali Crumb 及其同事表明，当我们刚刚被告知压力会增强，然后我们被置于一个有压力的环境中时，无论是因为我们想象压力还是我们正在经历真正的压力，然后测量我们的生理机能，观察到心脏每次跳动所能泵出的血液总量实际上增加了。

Peripheral blood flow increases, and our ability to maintain cognition, to think clearly under conditions of stress increases.

外周血流量增加，我们在压力条件下维持认知和清晰思考的能力增强。

And again, the only manipulation here is a tutorial about how stress can be enhancing, which is essentially what I'm telling you right now.

再说一遍，这里唯一的操作是关于如何增强压力的教程，这基本上就是我现在要告诉你的。

In fact, for those of you that perhaps have heard stress reduces testosterone levels, stress reduces estrogen levels, et cetera, that's true.

事实上，对于那些可能听说过压力会降低睾酮水平、压力会降低雌激素水平等等的人来说，这是事实。

It is also true, by the way, that when you are informed about how stress can be enhancing of performance, it becomes anabolic.

顺便说一句，当你知道压力如何提高表现时，它也会变成合成代谢。

That's right.

这是正确的。

It actually can lead to deployment of androgens and estrogens, things that many, not all people desire to have increased or certainly desire to not have diminished below their normal baseline.

它实际上可以导致雄激素和雌激素的使用，这是许多人（并非所有人）都希望增加或肯定不希望减少到低于正常基线的东西。

So there's a lot of false stories out there about stress.

因此，有很多关于压力的错误故事。

Not false because what you're hearing is wrong, because indeed, chronic stress, chronically elevated cortisol can reduce testosterone, reduce estrogen, diminish sleep, diminish immunity, et cetera.

不是假的，因为你听到的是错误的，因为事实上，慢性压力、长期升高的皮质醇可以减少睾酮、减少雌激素、减少睡眠、降低免疫力等等。

But it is also true that stress under conditions where one believes that stress can be enhancing, can be anabolic, it can be pro testosterone, pro estrogen, it can be pro cortisol regulation in ways that allow you to focus your cognition and so on and so forth.

但在人们认为压力可以增强的情况下，压力也是事实，可以是合成代谢，可以是睾酮原、雌激素原，也可以是皮质醇原调节，使您能够集中认知等等。

Now, that's exciting, but I do realize that for some people it might be sufficiently vague to make you wonder, well, how do I know if I'm getting the right response from stress or the wrong response?

现在，这很令人兴奋，但我确实意识到，对于某些人来说，这可能足够模糊，让你想知道，我怎么知道我从压力中得到的是正确的反应还是错误的反应？

And the simple answer there is, the more that you can learn about how stress can enhance performance, and the more that you place yourself into safe, I want to underscore it, safe yet stressful adaptive circumstances.

简单的答案是，你越了解压力如何提高绩效，你就越能将自己置于安全的环境中，我想强调这一点，安全但有压力的适应环境。

These are going to be circumstances where you stand to learn or grow in some positive way, not circumstances where you stand to hurt yourself or others, of course.

当然，这些情况将是您以某种积极的方式学习或成长的情况，而不是您可能伤害自己或他人的情况。

The more that you can place yourself into conditions of stress and then to cognitively just tell yourself, "Ah, this elevated heart rate, this quaking of my hands, this sweating, et cetera, this is my body mobilizing resources." And the more that you can tell yourself that that's actually affording you an advantage in being able to allocate your attention to specific things, maybe why you made an error and analyzing that, or maybe why you succeeded at something and thinking about the steps that led to that success.

你越能让自己处于压力状态，然后认知地告诉自己，“啊，心率升高，我的手颤抖，出汗等等，这是我的身体调动资源。”你越能告诉自己，这实际上为你提供了一个优势，能够将你的注意力分配到特定的事情上，也许你为什么会犯错误并分析它，或者也许为什么你在某件事上取得了成功并思考导致成功的步骤。

The more that you can link that back to the processes that are taking you in the directions that you do and don't want to go and thinking about them, because indeed that's what stress can allow you to do The more that you are shifting your mind away from thinking about just the raw, uncomfortable sensations of stress, you're putting a cognitive appraisal on a physiological process.

你越能将其与那些带你走向你想去和不想去的方向的过程联系起来，并思考它们，因为这确实是压力可以让你做的事情。你越能将你的思维从只考虑压力的原始、不舒服的感觉上转移开，你就越是在对一个生理过程进行认知评估。

You are thinking about stress in a way that is changing what that stress is doing, and you're taking your brain and body from a negative state, just to put a little bit of subjective valence on it, negative, right?

你正在以一种正在改变压力作用的方式来思考压力，并且你正在将你的大脑和身体从消极状态中带出来，只是为了给它加上一点主观效价，消极的，对吗？

Nobody wants to have the bad stress response to a positive state.

没有人愿意将不良的压力反应转变为积极的状态。

And when you develop a stress is enhancing mindset, you not only are going to feel more comfortable under conditions of stress, but you are also developing the perfect tool to plug into the whole process of building up your growth mindset in a way that allows those two things, growth mindset and stress is enhancing mindset, to synergize and to dramatically improve performance in the short and long term.

当你形成一种压力增强心态时，你不仅会在压力条件下感到更舒服，而且还开发了一个完美的工具，将其融入到建立成长心态的整个过程中，让成长心态和压力增强心态这两件事发挥协同作用，并在短期和长期内显着提高绩效。

And that's not just a statement that I'm making.

这不仅仅是我所做的声明。

That's what the research tells us.

这就是研究告诉我们的。

So let's take a look at that research.

那么让我们来看看这项研究。

So now I'd like to shift our discussion to some very recent findings about growth mindset and how growth mindset combined with the stress is enhancing mindset can powerfully change outcomes for the better and can do so in a huge variety of real-world contexts.

因此，现在我想将我们的讨论转向一些关于成长心态的最新发现，以及成长心态与压力相结合如何增强心态能够有力地改变结果，使其变得更好，并且可以在各种各样的现实世界环境中做到这一点。

And the work that I'm referring to is the work of a person named David Yeager.

我指的作品是大卫·耶格尔（David Yeager）的作品。

Dr. David Yeager is a professor at the University of Texas, Austin.

大卫·耶格尔博士是德克萨斯大学奥斯汀分校的教授。

He did his graduate work with Carol Dweck at Stanford, and he now has his own laboratory in Austin.

他在斯坦福大学与卡罗尔·德韦克 (Carol Dweck) 一起完成了研究生工作，现在他在奥斯汀拥有自己的实验室。

And both when he was a graduate student with Carol and in his own laboratory, he's been doing very impressive large-scale studies, meaning many thousands of subjects, so that itself is important.

当他还是卡罗尔的研究生时，以及在自己的实验室里，他一直在进行非常令人印象深刻的大规模研究，涉及数千个科目，因此这本身就很重要。

And using subjects from diverse areas, rural, urban, et cetera, different levels of affluence, lack of affluence, and finding essentially that when students are taught about a growth mindset, what it is, how it's different than a fixed mindset, and when those same students are also taught about what a stress is enhancing mindset is and cultivating that, again, simply through informational tutorial, watching a video about growth mindset, watching a video about stress is enhancing mindsets.

使用来自农村、城市等不同地区、不同富裕水平、缺乏富裕水平的主题，并发现，当学生被教导成长心态时，它是什么，它与固定心态有何不同，当这些学生也被教导什么是压力增强心态时，并再次通过信息教程，观看有关成长心态的视频，观看有关压力增强心态的视频来培养这种心态。

And then confronted with stress, confronted with tests, confronted with opportunities to embrace hard challenges or easier paths.

然后面对压力，面对考验，面对接受艰难挑战或更容易的道路的机会。

Across the board, the results show up again and again as students who are taught about a growth mindset and are taught that stress is enhancing perform better.

总体而言，结果一次又一次地显现出来，因为接受成长心态教育并接受压力会增强学生表现的学生表现得更好。

Now, Yeager and colleagues have shown that across a huge number of different experiments.

现在，耶格尔和同事通过大量不同的实验证明了这一点。

In fact, there's a paper published quite recently, this was about a year ago in July of 2022, in the journal "Nature", so apex journal, published as a full article.

事实上，最近发表了一篇论文，大约一年前的 2022 年 7 月，在顶级期刊《自然》上，以全文形式发表。

In "Nature" and "Science" and elsewhere, they have letters and shorter formats like reports, and then there are the articles which correspond to major, major findings.

在《自然》和《科学》以及其他地方，它们有信件和报告等较短的格式，然后还有与重大发现相对应的文章。

So they published the following results as an article in "Nature" in July of 2022.

于是他们于2022年7月在《自然》杂志上发表了以下结果。

The title of the paper is "A Synergistic Mindsets Intervention Protects Adolescents from Stress." And what I absolutely love about this paper is that it includes a lot of different kinds of experiments.

论文的标题是“协同心态干预保护青少年免受压力”。我非常喜欢这篇论文的一点是它包含了许多不同类型的实验。

So for instance, they looked at high school students who simply anticipated a stressful event and had been instructed on growth mindset or stress is enhancing mindset or both or control conditions where they weren't informed of those mindsets, right?

举例来说，他们观察了高中生，他们只是预见到了压力事件，并接受了成长心态或压力增强心态或两者兼而有之的指导，或者在他们没有被告知这些心态的情况下控制条件，对吧？

It's always important to have control experiments where you're getting the same amount of information, but it's not the same information.

进行对照实验总是很重要的，在这些实验中您可以获得相同数量的信息，但信息并不相同。

And what they found was that anticipatory stress, right, the stress that we feel in anticipation of something that we think is going to happen is reduced when we are educated about growth mindset and we are educated about a stress is enhancing mindset.

他们发现，当我们接受关于成长心态的教育时，我们在预期我们认为将要发生的事情时感受到的压力会减少，并且我们接受关于压力增强心态的教育。

And the basic takeaway from that experiment was, yes, indeed, being educated on what a growth mindset is and how it differs from a fixed mindset, which you now have been educated on, definitely buffers you against stress.

从这个实验中得到的基本结论是，是的，确实，接受关于什么是成长心态以及它与固定心态的区别的教育，你现在已经接受的教育肯定可以缓冲你免受压力。

In addition, being educated on how stress can enhance performance can buffer you against anticipatory stress.

此外，接受有关压力如何提高绩效的教育可以缓冲您免受预期压力的影响。

But it is clearly the case that when one is educated on both of those things, growth mindset and stress is enhancing mindsets, that one observes the greatest buffering or offset of the stress response in ways that can improve performance.

但很明显，当一个人接受了这两件事的教育时，成长心态和压力都会增强心态，人们就会观察到压力反应的最大缓冲或抵消，从而可以提高绩效。

Now, that is but one experiment of the six, yes, six experiments included in this single paper.

现在，这只是这篇论文中包含的六个实验中的一个，是的，六个实验。

Now, I'm not going to go through each of those six experiments in detail.

现在，我不打算详细介绍这六个实验。

And just as a side note, I've invited Dr. David Yeager to be a guest on this podcast, and he has agreed.

顺便说一句，我邀请了大卫·耶格尔博士作为这个播客的嘉宾，他也同意了。

So when he's a guest on this podcast, I'm sure he will detail all the intricacies of those experiments in order to inform us about exactly what was done and how so that we can benefit from that information.

因此，当他作为这个播客的嘉宾时，我相信他会详细介绍这些实验的所有复杂之处，以便准确地告诉我们做了什么以及如何从这些信息中受益。

But just by way of example, another experiment in this paper used what was called the Trier Social Stress Test.

但仅举个例子，本文中的另一个实验使用了所谓的特里尔社会压力测试。

And the reason I'm going to highlight this a little bit is because I think it relates to a lot of things that many of us have experienced and that we'll experience that are considered stressful.

我之所以要强调这一点，是因为我认为它与我们许多人经历过的、以及我们将要经历的、被认为有压力的事情有关。

And of course, we would all like ways to buffer ourselves against stress and/or leverage that stress to improve our performance, as well as adopt a growth mindset.

当然，我们都希望有方法来缓冲压力和/或利用压力来提高我们的绩效，以及采取成长心态。

So the Trier Social Stress Test is a kind of standard mode of stressing people out in the laboratory or in the classroom, where basically a subject comes in, you tell them to wait a little bit of time, then you measure their stress response at rest.

因此，特里尔社会压力测试是一种在实验室或教室中给人们施加压力的标准模式，基本上是一个受试者进来，你告诉他们等待一段时间，然后你测量他们在休息时的压力反应。

You're looking at their heart rate, their blood pressure.

你正在观察他们的心率、血压。

You might have them spit into a little tube and use that saliva to measure cortisol, because that's how you measure cortisol.

你可能会让他们吐到一个小管子里，然后用唾液来测量皮质醇，因为这就是你测量皮质醇的方式。

Then you're going to tell them that they're going to prepare a speech for presentation in front of a small group of actual people.

然后你要告诉他们，他们要准备一篇演讲，在一小群实际的人面前进行演示。

Then they actually have to deliver that speech in front of that audience.

然后他们实际上必须在观众面前发表演讲。

During that speech, sometimes the people who are observing it are giving feedback like frowns, crossed arms, et cetera.

在演讲过程中，有时旁观者会给出一些反馈，比如皱眉、交叉双臂等等。

Then there's a pop quiz where they get a hard arithmetic test in front of that audience, and when they get answers wrong, they're told they're wrong in front of that audience.

然后是一个流行测验，他们在观众面前接受严格的算术测试，当他们得到错误的答案时，他们会被告知他们在观众面前错了。

This all might seem kind of playful and silly to you, but most people do not experience this as playful and silly.

这一切对你来说可能看起来有点好玩和愚蠢，但大多数人并不觉得这是有趣和愚蠢的。

Almost everybody who goes into one of these experiments as a subject feel some level of stress, especially those that don't like public speaking, especially those that don't see themselves as very proficient in arithmetic, or that don't like to work out problems in real-time in front of people.

几乎每个作为实验对象参与其中一项实验的人都会感受到一定程度的压力，尤其是那些不喜欢公开演讲的人，尤其是那些认为自己不太精通算术的人，或者不喜欢在人们面前实时解决问题的人。

We can see how this would be stressful.

我们可以看到这会带来多大的压力。

And all the while, measures of psychological and physiological reactivity are being measured.

与此同时，心理和生理反应的测量也一直在测量中。

Peripheral blood flow, the thing we talked about earlier, among those.

末梢血流，就是我们刚才讲的，其中的一个。

What I just described is pretty extensive, but I provide all that as a backdrop so that you can understand what happened before, which was people were simply educated on growth mindset, how it differs from fixed mindset, and/or stress enhances performance mindset or not.

我刚才描述的内容相当广泛，但我提供所有这些作为背景，以便您可以了解之前发生的事情，即人们只是接受了成长心态的教育，它与固定心态有何不同，和/或压力是否会增强绩效心态。

So basically what we have here is a condition in which people are just getting information, right?

所以基本上我们现在的情况是人们只是获取信息，对吧？

There's no pill, there's no treadmill, there's no going home and doing a bunch of problem sets.

没有药丸，没有跑步机，没有回家做一堆习题。

And what they observe in this experiment and all the other experiments contained within this quite massive paper is that the mere learning about growth mindset and stress as enhancing mindsets allows these students to shift their physiology, so enhanced peripheral blood flow, changes in hormone secretion like cortisol, and shifts in their psychology such that when they feel stressed, they start to see that and experience that as an opportunity for challenge and to lean into that challenge.

他们在这个实验以及这篇相当大的论文中包含的所有其他实验中观察到的是，仅仅了解成长心态和压力作为增强心态就可以让这些学生改变他们的生理机能，从而增强外周血流量，改变皮质醇等激素分泌，并改变他们的心理，这样当他们感到压力时，他们开始将其视为挑战的机会，并倾向于迎接挑战。

And where they are told that they got the wrong answer, where they are told that they are not performing well, they are able to think about that and to allocate their mental resources such that then they do start to perform better.

当他们被告知他们得到了错误的答案，当他们被告知他们表现不佳时，他们能够思考并分配他们的心理资源，这样他们就可以开始表现得更好。

And the major takeaway from this study is that across the board in all six experiments, in imagined stress, in real stress, laboratory stress, actual classroom stress, and in embracing future challenges, just the learning about what stress can enhance your performance mindset is allowed students to do just that.

这项研究的主要结论是，在所有六个实验中，在想象的压力、真实的压力、实验室压力、实际的课堂压力以及迎接未来的挑战中，只要了解什么压力可以增强你的表现心态，学生就可以做到这一点。

Now, another really interesting feature of this study put out by Yeager and colleagues was that the interventions were one time and relatively brief, or we could even say extremely brief.

现在，耶格尔及其同事提出的这项研究的另一个非常有趣的特点是，干预措施是一次性的，而且相对短暂，甚至可以说非常简短。

Whereas a lot of previous experiments had looked at growth mindset interventions that were on the order of four to six to eight tutorials lasting anywhere from 30 minutes to an hour each, this experiment employed just one 30-minute intervention.

之前的许多实验都研究了成长心态干预措施，这些干预措施的数量级为四到六到八个教程，每个教程持续 30 分钟到一个小时，而本次实验只采用了一次 30 分钟的干预。

So when I heard about these results and read the paper, I got very excited.

所以当我听到这些结果并阅读这篇论文时，我非常兴奋。

I wanted to know what is this magic intervention exactly, and I'm sure you're thinking the same.

我想知道这个神奇的干预到底是什么，我相信你也有同样的想法。

So I contacted Dr. Yeager, and he was gracious enough to provide me some examples of what's contained within this tutorial so that I could give you those examples in real-time during this episode.

因此，我联系了 Yeager 博士，他非常慷慨地为我提供了本教程中包含的一些示例，以便我可以在本集中向您实时提供这些示例。

So basically, the tutorial starts off with a question about stress.

基本上，本教程从一个有关压力的问题开始。

It actually has a little field where you can fill in an answer to the following question.

它实际上有一个小字段，您可以在其中填写以下问题的答案。

Can you recall a time when you experienced stress, and what was that stress related to?

您能回忆起您经历过压力的一次吗？这种压力与什么有关？

And here I'm paraphrasing.

我在这里解释一下。

So what I put in response to this, because I actually filled out the form itself, was when I was a postdoc, which by the way, is the four to six-year period of time that comes after your PhD training.

所以我对此的回应是，因为我实际上填写了表格本身，是在我还是一名博士后的时候，顺便说一句，这是你的博士培训结束后的四到六年的时间。

I wrote, when I was a postdoc, I was under a lot of competitive pressure to try and finish my projects.

我写道，当我还是一名博士后时，我承受着很大的竞争压力来尝试完成我的项目。

I was working under a diminished income, meaning I wasn't getting paid very much relative to the cost of living in the area I lived at the time.

我的工作收入减少了，这意味着相对于我当时居住地区的生活成本来说，我的工资并不高。

And I was also socially isolated from a lot of my friends that previously I had lived very close to.

而且我在社交上也与许多以前住得很近的朋友隔绝了。

That was a stressful time that I could recall.

我记得那是一段充满压力的时光。

In fact, no other time in my life, as I recall, was as stressful as being a postdoc.

事实上，据我所知，我一生中没有任何时候比当博士后压力更大。

Which is not to say that I didn't enjoy being a postdoc.

这并不是说我不喜欢当博士后。

I delighted in doing the science I did and being surrounded by the people I was surrounded by, but it was very, very stressful for those and additional reasons.

我很高兴做我所做的科学研究，也很高兴被周围的人包围，但由于这些和其他原因，我感到非常非常有压力。

So that's how this tutorial starts off, and I believe that the reason that they ask that question at the beginning of the tutorial is to kind of queue up cognitive mechanisms that surround one's own understanding of stress.

这就是本教程的开始方式，我相信他们在教程开始时提出这个问题的原因是为了对围绕自己对压力的理解的认知机制进行排队。

And then as you click through the tutorial, it starts to explain, of all things, neuroscience and neuroplasticity.

然后当你点击教程时，它开始解释神经科学和神经可塑性。

It says, research from neuroscience tells us that through effort, our brain can change.

它说，神经科学研究告诉我们，通过努力，我们的大脑可以改变。

It can form new connections that we call synapses.

它可以形成我们称之为突触的新连接。

So of course, I was delighted to see all that information.

当然，我很高兴看到所有这些信息。

I'm very familiar with that type of information.

我对这类信息非常熟悉。

It also says things like, and here I'm reading directly from the tutorial, "Difficulty, struggle, and frustration when you're learning something are not signs that you've reached your limits.

它还说，我在这里直接阅读教程，“当你学习某些东西时遇到的困难、挣扎和挫折并不表明你已经达到了极限。

They're signs that you're expanding your limits." Okay, then you go to the next field and it says, "Let's hear from a scientist.

它们表明你正在扩大自己的极限。”好的，然后你转到下一个字段，它会说：“让我们听听科学家的意见。

Uri Treisman is one of the top calculus professors.

尤里·特雷斯曼 (Uri Treisman) 是顶尖的微积分教授之一。

Here's what he tells his students on the first day of class.

这是他在第一天上课时对学生说的话。

Quote, 'Everyone in this class will struggle.

引用：“这个班的每个人都会挣扎。

No matter who you are, questions are going to be flying at you that you cannot answer.

无论你是谁，都会有一些你无法回答的问题向你飞来。

And when that happens, you're going to experience stress.

当这种情况发生时，你就会感受到压力。

And if you don't understand that stress, you'll think it means, oh, no, I don't belong here.

如果你不理解这种压力，你会认为这意味着，哦，不，我不属于这里。

But in fact, that stress is an indicator that your understanding is deepening.

但事实上，这种压力表明你的理解正在加深。

It's not a sign that you're not learning.

这并不表示你没有学习。

It's a sign that you are learning.'" Okay, so I could read this entire tutorial for you, but that would take up far too much of our time.

这是你正在学习的标志。’”好的，我可以为你阅读整个教程，但这会占用我们太多的时间。

But I think you get the essence of it, which is that with each slide within the tutorial, you're being told that the thing that you're experiencing that could potentially feel negative because it means negative things, you're not learning, you're suffering, you're suffering health-wise, you're suffering performance-wise, is reappraised.

但我认为你明白了它的本质，那就是，在教程中的每张幻灯片中，你都会被告知，你正在经历的事情可能会让人感到消极，因为它意味着消极的事情，你没有学习，你正在遭受痛苦，你正在遭受健康方面的痛苦，你正在遭受性能方面的痛苦，会被重新评估。

It's telling you, no, the frustration, the agitation, the thought that you're not capable, and you're not capable of getting better, it's actually the opposite.

它告诉你，不，沮丧，激动，认为你没有能力，你没有能力变得更好，实际上恰恰相反。

So what this tutorial really is, is it's an information-based tutorial.

所以本教程的真正含义是，它是一个基于信息的教程。

It tells you something about the brain's capacity to change.

它告诉你一些关于大脑改变能力的信息。

It gives you some true, by the way, mechanistic information about how synapses can change and brain circuits can change, because indeed they can.

顺便说一句，它为您提供了一些关于突触如何变化和大脑回路如何变化的真实机械信息，因为它们确实可以。

And it's telling you that the negative somatic, bodily, and cognitive thought-based ...

它告诉你，负面的躯体、身体和认知思想基础......

experiences of stress, that those represent you getting better.

压力经历，那些代表你正在变得更好。

That's simply what it is.

就是这样。

And despite it being simple in its specific message, that message turns out to be incredibly powerful.

尽管它的具体信息很简单，但事实证明该信息非常强大。

How can we say that it's truly powerful?

怎样才能说它真正强大呢？

Well, we could turn to essentially any page in this study that Yeager and colleagues did and see that, for instance, the intervention, again, this is the combination of learning about growth mindset and learning that stress can be performance enhancing, led to 40% improvement in self-regard.

嗯，我们基本上可以翻到 Yeager 和他的同事所做的这项研究中的任何一页，然后看到，例如，干预，再次，这是了解成长心态和了解压力可以提高绩效的结合，导致自尊心提高了 40%。

So self-regard is something that can be measured.

所以自尊是可以衡量的。

We can have very negative or very positive self-regard.

我们可以有非常消极或非常积极的自尊。

40% improvements in self-regard.

自尊心提高 40%。

There was a 14% improvement in passing of courses that were of the particularly challenging type, and there was also a significant improvement in passing of courses that were less challenging.

特别具有挑战性的课程的通过率提高了 14%，而挑战性较低的课程的通过率也有显着提高。

In addition to that, people who watched and engaged in this 30-minute tutorial also took on additional hard challenges in the future, long after the intervention had ceased.

除此之外，在干预停止很久之后，观看并参与这个 30 分钟教程的人们还在未来接受了额外的艰巨挑战。

Now, there are a number of other features of the David Yeager work that I think are especially important to consider.

现在，我认为大卫·耶格尔的作品还有许多其他特征特别值得考虑。

But rather than go into the specifics of those experiments, I'm going to frame them in the context of some very specific tools that I've spelled out for sake of this episode based on the scientific literature that you can use in order to build a growth mindset and in order to build the stress enhances performance mindset.

但我不会详细讨论这些实验的具体细节，而是将它们放在一些非常具体的工具的背景下，我在这一集中根据科学文献阐述了这些工具，您可以使用这些工具来建立成长心态，并建立压力增强绩效心态。

Now, in some sense, all of our discussion during this episode up until now has served as a tutorial about growth mindset and about stress enhances performance, and how those two things can be combined in order to get a synergistic positive effect.

现在，从某种意义上说，我们在这一集中到目前为止的所有讨论都是关于成长心态和压力提高绩效的教程，以及如何将这两件事结合起来以获得协同的积极效果。

Nonetheless, I do think that it's useful, especially when thinking about cognitive tools, which are often less concrete and clear to people how they can implement them compared to, say, exercise tools like get 200 minutes of Zone 2 cardio per week, or get six sets of resistance exercise per major muscle group per week, et cetera.

尽管如此，我确实认为它是有用的，特别是在考虑认知工具时，与每周进行 200 分钟的 2 区有氧运动或每周每个主要肌肉群进行六组阻力训练等锻炼工具相比，认知工具通常不太具体和清楚，人们如何实施它们。

All of that stuff in the physical domain is very concrete, whereas stuff that relates to tools in the cognitive domain sometimes can feel a little bit abstract.

物理领域中的所有内容都非常具体，而与认知领域中的工具相关的内容有时会让人感觉有点抽象。

So for that reason, I'm just going to take a couple of minutes and list off some of the key elements to building up a growth mindset and a stress enhances performance mindset that are gleaned from the literature that I've talked about now and related literature.

因此，出于这个原因，我将花几分钟时间列出一些建立成长心态和压力增强绩效心态的关键要素，这些要素是从我现在谈论的文献和相关文献中收集的。

The first tool is that whenever possible, if both the teacher and the student can adopt a growth mindset and a stress enhances performance mindset, that's the best case scenario.

第一个工具是，只要有可能，如果老师和学生都能采取成长心态，并且压力可以增强绩效心态，那就是最好的情况。

This has been shown in the classroom, and it's been shown in other contexts as well.

这已经在课堂上得到了体现，在其他环境中也得到了体现。

And again, it simply means learning about what growth mindset is and how it differs from fixed mindset.

再说一次，这只是意味着了解什么是成长心态以及它与固定心态有何不同。

It also ideally means learning how stress can enhance performance.

理想情况下，它还意味着学习压力如何提高绩效。

Now, if that means spending some time with the discussion that we had around Dr. Alia Crum's data, that would be great.

现在，如果这意味着我们需要花一些时间围绕 Alia Crum 博士的数据进行讨论，那就太好了。

If it also means just thinking about the stress response and understanding that that stress response indeed is mobilizing resources, it's focusing your vision more narrowly, right?

如果这也意味着只考虑压力反应并理解压力反应确实正在调动资源，那么它就会更集中你的视野，对吧？

You sort of lose the forest through the trees, and yet that allows you to really analyze carefully whatever it is that you choose to focus your attention on.

你有点只见树木不见森林，但这让你能够真正仔细地分析你选择关注的是什么。

Well, then that's going to be performance enhancing.

嗯，那么这将提高性能。

Again, these tools are purely cognitive, but they are well supported by the data.

同样，这些工具纯粹是认知性的，但它们得到了数据的良好支持。

And the data also tell us that when teachers and students both adopt this mindset, the teachers are viewing the students as less fixed in their abilities, and the students are viewing themselves as less fixed in their abilities.

数据还告诉我们，当老师和学生都采取这种心态时，老师会认为学生的能力不太固定，学生也会认为自己的能力不太固定。

The next tool, which is a really fundamental one to everything we're talking about, was actually mentioned at the beginning of the episode, which is whenever giving praise or giving feedback of any kind to others or to yourself, perhaps even especially to yourself, make the effort to make that feedback about verbs, not labels.

下一个工具，对于我们正在谈论的一切来说都是一个非常基本的工具，实际上在这一集的开头提到过，即每当向他人或自己，甚至特别是对自己给予赞扬或提供任何类型的反馈时，请努力对动词而不是标签进行反馈。

Okay?

好的？

To really think about praising or in some cases maybe giving feedback about how effort could've been better.

真正考虑表扬，或者在某些情况下可能提供反馈，说明如何做得更好。

But ideally, you're saying, "Great effort.

但理想情况下，你会说：“付出了很大的努力。

It was great that when you missed that shot on goal, that you ran back to your side of the field.

当你射失球门时，你跑回了球场的一侧，这真是太棒了。

It was great that when you didn't perform well on that math exam, that you went back to those problem sets and that you conversed with other students about why they had performed a certain way, and you really dug through it and figured out why you got things wrong." Now, a key aspect of this tool of focusing on verbs, not labels, is that it is especially important to do this when you've performed well.

当你在数学考试中表现不佳时，你会回到那些习题集，并与其他学生讨论他们为什么会以某种方式表现，然后你真正深入研究并找出为什么你会出错，这真是太棒了。”现在，这个专注于动词而不是标签的工具的一个关键方面是，当你表现良好时，这样做尤其重要。

I talked about the reasons a little bit earlier, but I cannot emphasize this enough.

我之前已经谈过原因，但我再怎么强调也不为过。

When you've performed well, if you tell yourself or you tell somebody else that they're just a great athlete, they're just a great student, they're talented, they're brilliant, I promise you, you are undermining their future performance when they inevitably encounter challenge.

当你表现良好时，如果你告诉自己或告诉别人，他们只是一名出色的运动员，他们只是一名出色的学生，他们有才华，他们很聪明，我向你保证，当他们不可避免地遇到挑战时，你正在破坏他们未来的表现。

If, however, you give yourself or the other person feedback that's really grounded in effort and persistence in problem-solving, you are absolutely going in the right direction.

然而，如果你给自己或他人的反馈确实基于解决问题的努力和坚持，那么你绝对在朝着正确的方向前进。

Now, if you are going to give feedback about errors, either to yourself or to somebody else, the question really is, do you paint that with rose-colored glasses?

现在，如果你要向自己或其他人提供有关错误的反馈，那么问题实际上是，你是否带着玫瑰色眼镜来看待它？

Do you try and make it seem like the errors weren't that bad?

你是否尝试让错误看起来并没有那么严重？

That's not actually what we're talking about.

这实际上不是我们正在谈论的。

We're not talking about, what do they say, putting lipstick on a pig?

我们不是在谈论，他们怎么说，给猪涂口红？

What we're talking about is looking at those errors and thinking about what led up to those errors and trying to put more of our cognitive attention on the verbs, the things that led to those errors, and less of our attention on the emotions related to those errors.

我们谈论的是查看这些错误并思考导致这些错误的原因，并尝试将更多的认知注意力放在动词、导致这些错误的事物上，而较少关注与这些错误相关的情绪。

We really need to be analytic about those errors.

我们确实需要分析这些错误。

And admittedly, we often need to take a day or two, or maybe even longer before we can do that process effectively, right?

诚然，我们通常需要花费一两天甚至更长的时间才能有效地完成该过程，对吗？

Nothing that I've said thus far has said that we have to do all of this immediately after an error or immediately after a poor performance.

到目前为止，我所说的一切都没有说我们必须在发生错误或表现不佳后立即执行所有这些操作。

Sometimes we are so caught up in the emotional experience of having performed not as well as we would've liked, that there's simply no way that we can allocate our mental resources toward error analysis.

有时，我们会陷入表现不如预期的情绪体验中，根本无法将精神资源分配给错误分析。

Ideally, we can, but oftentimes we can't.

理想情况下，我们可以，但很多时候我们不能。

So we have to be kind How do they say?

所以我们必须友善 他们怎么说？

Gentle with ourselves and allow ourselves to move through that process and then get back to error analysis.

温柔地对待自己，让自己经历这个过程，然后回到错误分析。

That's absolutely key.

这绝对是关键。

But we really want to focus on the verbs leading to those errors, not putting labels on the stupid, ridiculous, silly, fill in your blank with whatever negative label you might happen to come up with.

但我们真的想把注意力集中在导致这些错误的动词上，而不是给愚蠢、荒谬、愚蠢的动词贴上标签，用你可能想出的任何负面标签来填补你的空白。

Okay?

好的？

So verbs, verbs, verbs for analyzing why we did well, and verbs, verbs, verbs for analyzing why we did poorly.

所以动词，动词，动词用于分析我们为什么做得好，动词，动词，动词用于分析为什么我们做得不好。

Now you may have noticed that a few minutes ago I mentioned that oftentimes it's beneficial that when we make errors, that we seek out others who either performed well, ideally, but also those who performed poorly in order to get some understanding as to why we did not perform as well as we wanted.

现在你可能已经注意到，几分钟前我提到，当我们犯错误时，我们寻找其他表现良好、理想的人，以及那些表现不佳的人，以便了解为什么我们的表现没有达到我们想要的效果，这通常是有益的。

And that raises another key tool.

这就提出了另一个关键工具。

There are a lot of data now to support the fact that one of the key ways to analyze our errors is to get help.

现在有大量数据支持这样一个事实：分析我们错误的关键方法之一就是寻求帮助。

This is one of the things that really differentiates the high performers from the low performers over time.

随着时间的推移，这是真正区分高绩效者和低绩效者的因素之一。

And yes, there I just used a label.

是的，我只是使用了一个标签。

I guess I could have said the high effort, which leads to performance people versus the low effort which leads to low performance people.

我想我可以说，高努力会导致人们表现出色，而低努力会导致人们表现不佳。

But in any case, you get the idea.

但无论如何，你明白了。

People who perform well over time, regardless of labels that we place on them, tend to be people who seek help in order to understand why they didn't perform well.

随着时间的推移，表现良好的人，无论我们给他们贴上什么标签，往往都是寻求帮助以了解他们表现不佳的原因的人。

So this is a core component of not just trying and building a growth mindset, but really solidifying a growth mindset and a stress can enhance performance mindset.

因此，这不仅是尝试和建立成长心态的核心组成部分，而且是真正巩固成长心态的核心组成部分，而压力可以增强绩效心态。

So seek help from others in understanding where you didn't perform as well as you like.

因此，请向他人寻求帮助，以了解您在哪些方面表现不佳。

And I would say seek input from others as to what were the verbs that you think might have led to your heightened performance.

我想说的是，请寻求其他人的意见，了解您认为哪些动词可能会提高您的表现。

Because we like to think that we have really good optics on why we did well.

因为我们喜欢认为我们对为什么我们做得好有非常好的看法。

Oh, yeah, it was because I spent X number of hours practicing.

哦，是的，那是因为我花了X个小时练习。

But oftentimes those around us have additional perspectives that we can't access, and learning about those perspectives of why we performed poorly, but also why we performed well in the context of these verbs, not labels, is also tremendously beneficial.

但通常情况下，我们周围的人有我们无法获得的其他观点，了解这些观点，解释为什么我们表现不佳，以及为什么我们在这些动词而不是标签的背景下表现良好，也是非常有益的。

The other thing that's clear from the literature on growth mindset and stress can enhance performance mindset is that all of that stuff, all those tutorials, are most effective when both teachers and students embrace those mindsets.

从关于成长心态和压力可以增强绩效心态的文献中可以清楚地看出的另一件事是，当教师和学生都接受这些心态时，所有这些东西、所有这些教程都是最有效的。

Now that's a wonderful situation if teachers and students are both available and willing to learn those mindsets.

如果老师和学生都愿意并且愿意学习这些思维方式，那就太好了。

However, for many of us, we don't have a teacher, we don't have a mentor.

然而，对于我们许多人来说，我们没有老师，没有导师。

We're doing all of this on our own.

这一切都是我们自己做的。

And so what's fortunate is that there are also data in the literature showing that under conditions where either the teacher or the mentor is not there or is not embracing a growth mindset or stress enhances performance mindset, we actually can serve as our own teacher by using a simple tool.

幸运的是，文献中也有数据表明，在老师或导师不在场，或者没有拥抱成长心态或压力增强绩效心态的情况下，我们实际上可以通过使用一个简单的工具来充当自己的老师。

And the simple tool, that was actually the same tool that was used in one of the Jaeger studies, is to take maybe a three-by-five card or an eight-and-a-half-by-eleven sheet of paper and write out a letter as if you're writing a letter to the next person coming along trying to get good at the thing that you're trying to get good at, and explain to them what growth mindset is and how it differs from a fixed mindset.

一个简单的工具，实际上与 Jaeger 的一项研究中使用的工具相同，就是拿一张三乘五的卡片或一张八乘十一的纸，写一封信，就好像你正在给下一个人写信，试图擅长你想要擅长的事情，并向他们解释什么是成长心态，以及它与固定心态有何不同。

Explain to them what the stress enhances performance mindset is, how to adopt it, and how it can amplify performance.

向他们解释什么是压力增强绩效心态、如何采用它以及它如何提高绩效。

That simple exercise of writing a letter, which is essentially to oneself, but you're sort of pretending that the letter is for somebody else, although I suppose you could and perhaps should give it to somebody else so they can benefit.

写一封信的简单练习，本质上是写给自己的，但你有点假装这封信是写给别人的，尽管我认为你可以而且也许应该把它交给别人，这样他们就能受益。

That simple exercise has been shown to improve one's own performance and to do so in dramatic ways, not just in the immediate term, but also in the future.

事实证明，这种简单的练习可以提高个人的表现，并且可以以戏剧性的方式实现这一目标，不仅是在短期内，而且在未来也是如此。

Now the final tool I'd like to share is one that I've come up with, but it's one that's really grounded in the neuroscience of neuroplasticity, and believe it or not, that's grounded in our understanding of exercise physiology.

现在我想分享的最后一个工具是我想出的一个工具，但它确实植根于神经可塑性的神经科学，不管你相信与否，它植根于我们对运动生理学的理解。

And that is to reframe this idea that the mind is like a muscle.

那就是重新构建“思想就像肌肉”的想法。

I know we hear that over and over again.

我知道我们一遍又一遍地听到这样的说法。

The mind is like a muscle.

头脑就像肌肉。

You exercise a muscle, it gets stronger.

你锻炼肌肉，它就会变得更强。

You exercise your mind, you put it through some strain, and you can learn.

你锻炼你的头脑，让它承受一定的压力，你就能学习。

Those statements are absolutely true, but the statement that the mind is like a muscle, that analogy falls short, I believe, in an important way that can lead a lot of people astray when they try and embrace growth mindset and the stress enhances performance mindset.

这些说法绝对正确，但我认为，“头脑就像肌肉”的说法是不够的，这种类比在很大程度上可能会导致很多人在尝试拥抱成长心态和压力增强绩效心态时误入歧途。

And the reason I say that is the following: exercise with weights or resistance training of any kind, whether or not it's body weight or machines or free weights, has an incredible property to it in that it increases blood flow to the muscles that we're training.

我这么说的原因如下：任何形式的举重或阻力训练，无论是自重、机器还是自由重量训练，都具有令人难以置信的特性，因为它可以增加流向我们正在训练的肌肉的血液。

Right?

正确的？

This is something that really distinguishes resistance training from other forms of training, like long-distance running.

这是阻力训练与长跑等其他形式训练的真正区别所在。

When we train our muscles with resistance, the blood flow into that muscle, the so-called pump, gives us a sort of a hint or a window of the growth of that muscle that is likely to occur if we allow that muscle to recover after that resistance training.

当我们用阻力训练肌肉时，血液流入该肌肉，即所谓的泵，会给我们一种肌肉生长的暗示或窗口，如果我们允许该肌肉在阻力训练后恢复，则可能会发生这种情况。

In other words, resistance training provides us a kind of hint of the results we are likely to get.

换句话说，阻力训练为我们提供了一种可能获得的结果的暗示。

So when we hear the analogy that the mind is like a muscle, I think it falls short because when we strain to learn something with our mind, we don't actually get to feel what it is to perform much better as we are trying to learn that thing.

因此，当我们听到“思维就像肌肉”这样的类比时，我认为它是有缺陷的，因为当我们努力用思维去学习某些东西时，我们实际上并没有感觉到当我们试图学习那件事时表现得更好是什么。

Actually, quite the contrary.

事实上，恰恰相反。

In fact, much of what we've been talking about today is the fact that the stress and strain and the disappointment that is so reflexively felt when we look at our diminished performance as we're trying to learn is actually the trigger for invoking the learning itself.

事实上，我们今天讨论的大部分内容是，当我们在尝试学习时看到自己表现不佳时，本能地感受到的压力、紧张和失望实际上是激发学习本身的触发因素。

So what I'm saying here is that it is not the case that when we go in to learn a language or a new skill or mathematics or something new, that for a moment we are fluent or partially fluent and then we lose that ability when we walk out of the classroom or the tutorial.

所以我在这里想说的是，当我们学习一门语言、一项新技能、数学或新东西时，我们不会暂时流利或部分流利，然后当我们走出教室或教程时，我们就失去了这种能力。

That's what makes it different than the gym where you go and you lift weights or you use resistance training of any kind, and you get this sort of window into, oh, this is what the muscle will feel like and look like when it's larger.

这就是它与你去健身房举重或进行任何形式的阻力训练的不同之处，你会进入这样的窗口，哦，这就是肌肉变大时的感觉和外观。

So the mind is like a muscle analogy sort of works in the sense that if you properly stress a muscle using resistance training, and then you give it an adequate amount of time to recover, it indeed will get bigger and stronger.

因此，头脑就像肌肉类比一样，如果你通过阻力训练适当地给肌肉施加压力，然后给它足够的时间来恢复，它确实会变得更大更强。

And it is true that when you go in to try and learn something, if you provide the adequate stress, which is hitting that point where you're not understanding the information, it's not sinking in, and you give yourself some time to recover, which requires sleep, by the way, then you'll learn that new information over time.

确实，当你尝试学习某些东西时，如果你提供了足够的压力，达到了你无法理解信息的程度，那么你就无法理解这些信息，并且你给自己一些恢复的时间，顺便说一句，这需要睡眠，那么随着时间的推移，你就会学到新的信息。

But where the mind is like a muscle analogy really falls away, I believe, is that the mind is not like a muscle because you don't actually get to experience the good growth that you're seeking as you're trying to learn it.

但我认为，头脑就像肌肉的类比真正不靠谱的地方是，头脑不像肌肉，因为当你试图学习它时，你实际上并没有体验到你正在寻求的良好成长。

Rather, everything we've been talking about today is about learning how to experience the strain of trying to learn, the agitation of trying to learn as the learning process itself, and understanding that while you might feel back on your heels a little or a lot during that process, that you might, and in fact very likely are going to experience all the category of things that go along with stress, elevated heart rate, frustration, maybe even a little headache or strain, difficulty maintaining focus, et cetera.

相反，我们今天所讨论的一切都是关于学习如何体验尝试学习的压力，尝试学习作为学习过程本身的激动，并了解虽然在这个过程中你可能会感到有点或很多的落后，但你可能，而且事实上很可能会经历所有伴随着压力、心率加快、沮丧、甚至可能有点头痛或紧张、难以保持注意力等等的事情。

That if you understand that all of those things are actually creating the specific neurochemical and neural circuit conditions to invoke learning, well, then that learning will occur.

如果你明白所有这些事情实际上是在创造特定的神经化学和神经回路条件来调用学习，那么学习就会发生。

So in some ways, a better analogy would be if it were the case that when you do resistance training that your muscles actually got smaller during the training and then rebounded to being even bigger than they were prior to the training, that would be the appropriate analogy for the mind is like a muscle.

因此，在某些方面，一个更好的类比是，当你进行阻力训练时，你的肌肉实际上在训练过程中变小，然后又反弹到比训练前更大，这将是一个合适的类比，因为头脑就像一块肌肉。

I say all this because, yes, adopting a growth mindset is incredibly valuable.

我之所以这么说是因为，是的，采用成长心态非常有价值。

Adopting a stress can enhance performance mindset is incredibly valuable, and even more valuable is combining those two mindsets because they do indeed improve performance synergistically.

采用压力可以提高绩效的心态非常有价值，更有价值的是结合这两种心态，因为它们确实可以协同提高绩效。

However, none of this process is expected to be reflexive for most people, perhaps for anybody.

然而，对于大多数人，或许对于任何人来说，这个过程都不​​会是本能的。

And the process of building up these mindsets involves another mindset, which is the one that umbrellas them all or gathers them all together and makes them really work.

建立这些心态的过程涉及另一种心态，这种心态将它们全部涵盖或聚集在一起并使它们真正发挥作用。

Which is the idea that mindsets are indeed powerful, that they can have a real effect, and that while they do take time to cultivate, they can be cultivated.

也就是说，心态确实很强大，可以产生真正的效果，虽然它们确实需要时间来培养，但它们是可以培养的。

Thank you for joining me today for our discussion about growth mindset, what it is, and how to cultivate a growth mindset, as well as the related stress can enhance performance mindset, which can also be cultivated.

感谢您今天和我一起讨论成长心态，什么是成长心态，如何培养成长心态，以及相关的压力可以增强绩效心态，绩效心态也是可以培养的。

If you're learning from and are enjoying this podcast, please subscribe to our YouTube channel.

如果您正在学习并喜欢这个播客，请订阅我们的 YouTube 频道。

That's a terrific zero-cost way to support us.

这是支持我们的绝佳零成本方式。

In addition, please subscribe to the podcast on both Spotify and Apple.

此外，请在 Spotify 和 Apple 上订阅该播客。

And on both Spotify and Apple, you can leave us up to a five-star review.

在 Spotify 和 Apple 上，您都可以给我们五星级的评价。

If you have questions for me or comments about the podcast or guests that you'd like me to invite onto the Huberman Lab podcast, please put those in the comments section on YouTube.

如果您对我有疑问或对播客有任何意见，或者希望我邀请我邀请加入 Huberman Lab 播客的嘉宾，请将这些意见放在 YouTube 的评论部分。

I do read all the comments.

我确实阅读了所有评论。

In addition, please check out the sponsors mentioned at the beginning and throughout today's episode.

此外，请查看今天节目开头和整个节目中提到的赞助商。

That's the best way to support this podcast.

这是支持这个播客的最佳方式。

Not so much on today's episode, but on many previous episodes of the Huberman Lab podcast, we discuss supplements.

今天的节目不多，但在 Huberman 实验室播客的许多以前的节目中，我们讨论了补充剂。

While supplements aren't necessary for everybody, many people derive tremendous benefit from them for things like enhancing sleep, hormone support, and focus.

虽然补充剂并不是每个人都需要的，但许多人都从它们中获得了巨大的益处，例如增强睡眠、激素支持和集中注意力。

The Huberman Lab podcast has partnered with Momentous Supplements.

Huberman Lab 播客与 Momentous Supplements 合作。

If you're interested in learning about the supplements discussed on the Huberman Lab podcast, you can go to livemomentous, spelled O-U-S.

如果您有兴趣了解 Huberman Lab 播客上讨论的补充剂，您可以访问 livemomentous，拼写为 O-U-S。

So that's livemomentous.com/huberman.

这就是 livemomentous.com/huberman。

If you're not already following me on social media, I am hubermanlab on all social media platforms.

如果您还没有在社交媒体上关注我，我是所有社交媒体平台上的 hubermanlab。

So that's Instagram, Twitter, Threads, LinkedIn, and Facebook.

这就是 Instagram、Twitter、Threads、LinkedIn 和 Facebook。

And on all of those platforms, I cover science and science-based tools, some of which overlaps with the content of the Huberman Lab podcast, but much of which is distinct from the content on the Huberman Lab podcast.

在所有这些平台上，我介绍了科学和基于科学的工具，其中一些与胡伯曼实验室播客的内容重叠，但其中大部分与胡伯曼实验室播客的内容不同。

If you haven't already subscribed to our Neural Network Newsletter, the Neural Network Newsletter is a monthly newsletter.

如果您还没有订阅我们的神经网络通讯，神经网络通讯是每月通讯。

It's completely zero cost, and it provides podcast summaries and toolkits of things like neuroplasticity, sleep, deliberate cold exposure, exercise, and so on.

它完全是零成本，并且提供播客摘要和工具包，内容涉及神经可塑性、睡眠、故意冷暴露、锻炼等。

To sign up for the Neural Network Newsletter, simply go to hubermanlab.com, go to the menu, scroll down to Newsletter, and provide your email.

要注册神经网络新闻通讯，只需访问 hubermanlab.com，进入菜单，向下滚动到新闻通讯，然后提供您的电子邮件。

We do not share your email with anybody.

我们不会与任何人分享您的电子邮件。

And again, it's completely zero cost.

再说一遍，它完全是零成本。

Thank you once again for joining me for today's discussion all about growth mindset and related mindsets for improving performance.

再次感谢您参加今天关于成长心态和提高绩效的相关心态的讨论。

And last but certainly not least, thank you for your interest in science.

最后但并非最不重要的一点是，感谢您对科学的兴趣。