Mindset & Narrative

Growth mindset as the name suggests is the idea that we can get better at things, that is that our
abilities are not fixed but rather that our abilities are malleable and at the core of growth mindset is the
idea that our brains can change and indeed they can we refer to that ability as neuroplasticity or the the
nervous system's ability to change in response to experience now I've done several episodes about
neuroplasticity so that's a topic unto itself but suffice to say that neuroplasticity Brain Change can occur
throughout the entire lifespan it is far more robust early in life from birth until about age neuroplasticity
is sort of the default process our brain is being shaped by our everyday experiences but certainly from
age and onward and certainly well into people's 90s even it's been shown the brain can change if we
want it to. 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 we can learn new languages we
can learn art we can learn music we can get smarter we can get better at essentially anything if we
devote our attentional resources to learning those things.

So really any discussion about growth mindset has as a subtext a discussion about neural elasticity
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. 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; 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 is you'll learn later turns out to be an excellent way to reinforce your own growth
mindset; 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.

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 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.

To start off our discussion about growth mindset however we need to Define what a mindset is. I think
most of us think we know what a mindset is we think oh it's kind of a a mental stance where you know
we are positive or we are negative or we believe something or we don't believe something. But a
mindset actually has a very specific definition and here I'm referring to the definition provided by Dr Ali
Crum. Ali Crum is also a professor of psychology at Stanford she runs her own laboratory working on
stress-related mindsets and other mindsets she's actually been a guest on this podcast previously highly
recommend you listen to that episode if you haven't already.

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. 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, we are also bombarded with internal sensations of how full or empty our gut feels are we
hungry are we tired are we anxious are we calm Etc. 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 okay. So here I'm not trying to put
additional language on something simple in order to make it complex I'm trying to put a little bit of
language that is that a mindset does many things but it mainly organizes information 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. 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. Instead what we have are stories and those stories are usually attached to
our sense of identity like I'll just use myself for instance I do not think of myself as a good musician in
fact I can't read music I'm terrible at playing instruments I like listening to music but I consider myself a
terrible musician right. I've really assigned a value or I've assigned my value to music and my relationship
to music right we tend to do that. We can also do it in the opposite direction right I'm running a
laboratory for a long time been in science for you know close to three decades. So if you ask me you
know do I feel proficient at science I'd say yeah I'm proficient at science I know how to do experiment
setup experiments write research papers write grants Etc. I'm pretty good at it right. 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 to
depending on whether or not you know we're a professional or amateur how much we engage in an
activity the point being that mindsets include all of these narratives and often those narratives are
visible to us if we think about them 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.

And the beauty of growth mindset is that it forces us to step back and ask ourselves some simple
questions these are questions that you could ask yourself right now and, in fact, I highly recommend you
do. You could ask yourself, for instance, what have I been told I'm really good at? You should also ask
yourself, what have I been told I'm really poor at, that I'm just not good at? What have I told myself I'm
really good at, and what have I told myself I'm really bad at?

And then a second set of questions is: what am I good at and why? Did it come naturally to me? Did I
apply myself for many years, meaning did I apply a lot of effort to learning that thing? or perhaps both,
right.

And then it's also important to ask yourself why am I not good at other things? Is it simply because
you've never applied yourself with those things? Or, is it because you tried and had an early failure? Or
perhaps you tried and tried and tried for many years and you continue to fail at that thing? Or you just
didn't reach a level of proficiency that made you want to pursue it further?

In asking yourselves those questions, you are asking yourself not just what you're good at and bad at
and why, you should also be thinking about where the messages of being good at something or being
bad at something arrived from. 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? 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
continue to persist? Because there are certainly people like that: the more negative feedback they get,
the more they dig their heels in to prove themselves as capable of becoming good at something.

So I do recommend, as we march forward in this conversation, you think about those questions: what
am I good at, what am I bad at, why am I good at those things, why am I bad at those things, 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.

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. Carol Dweck's laboratory that was really the seed of the entire field of growth
mindset. 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). 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 so this doesn't
just apply to young kids this applies to adults too who are taking on a new skill or trying to expand on an
existing skill those two Divergent forms of feedback get integrated into our core beliefs about what we
think is possible for us in a given Endeavor.

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

The research paper I'd like to discuss briefly that beautifully embodies the runway that led to the
discovery of growth mindset is paper from Dr Carol dweck as well as her colleague Claudia Mueller and
the title of the paper essentially says it all. The title is praise for intelligence can undermine children's
motivation and performance right that should be surprising that praise for intelligence can undermine
motivation and performance I would have 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 you're so smart 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 but regardless provided that it's a safe activity it's
educational or what have you that it would serve to encourage them right. 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 wouldn't that serve to elevate performance it does not in fact the exact
opposite happens so I'll just give you a few of the key takeaways from this study the way it was done is
very interesting they essentially gave feedback about performance that was linked up with a child's
intelligence telling 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 and they call that intelligence feedback. Or they gave
them what was called effort feedback the simple way to think about effort feedback is that it's more
attached to verbs --as opposed to labels. So, effort feedback consists of things like you tried really hard
on that problem it was great the way that you applied effort it was great the way that you persisted 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 continue to try. Okay. So
intelligence feedback was the sort of feedback that was tied to labels of identity things like smart
talented Etc 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 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 and then they looked at a
number of different outcomes.

So I'll just highlight a few examples of what they found 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. These are what were referred to as performance goals 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 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. So that's striking, 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.
Whereas if you receive praise and feedback for your strong effort then later you tend to pick
environments problem sets Etc that allow you to exert the very effort that got you the praise in the first
place so in both cases these children are essentially attached to the praise right in some sense I mean we
like to think that they enjoy these activities and they're benefiting from them as well but in both cases
the praise really serves to reinforce a certain pattern of behavior but in the case of giving intelligence
feedback the kids are really just trying to reinforce being told that they're smarter talented as opposed
to reinforcing the engagement in the activity that got them the praise in the first place. And the
converse is also true when kids are told hey you really tried hard and that's great or I like how you
persisted or you're so persistent 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 and guess what no surprise 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. So what does this tell us this tells us that the narratives that we
hear from others of course reinforce certain patterns of behavior. What else does this tell us 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 right
now. Of course, if a child is not performing well at something you also don't want to tell them that
they're stupid right you don't want to tell them that they're deficient right but that's a rare occurrence in
the classroom one would hope that's a rare occurrence on the field one would hope 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 now the
other thing they looked at in the study besides whether or not these kids would pick hard or easier
challenges down the line where the actual raw performance on cognitive problems and these data I
must say are just so interesting they took the kids and they gave them all the same problem sets 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 we're performing more or less the same way: they were getting some of these
questions right, some of these questions wrong then they gave them praise after they completed those
problems 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 that's fantastic. Then later they gave them another set of problems
and they looked at performance now remember the first time around all the kids got some of the
questions right and some of the questions wrong so there's room for improvement for everybody. What
they found was absolutely striking the kids that were in the control group, so they didn't get any specific
form of Praise they perform more or less the same way as they did before. So if they were getting 7
percent of the answers right the first time they got 7 percent of the answers right the second time
wrong in both cases the kids that were in the intelligence praise group that you're so smart you're so
talented praise group their performance went down significantly whereas the kids that were in the
effort praise group their performance increased significantly. Okay. So this is a bi-directional 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. Rewarding yourself based on identity labels, so smart so talented you're a great
athlete Etc all that stare in the mirror and do self-affirmation stuff can actually undermine performance
and in fact it does undermine performance it may not do it right away but eventually it does and in a
moment I'll explain why.

The other thing this study looked at, that I just have to mention, is this notion of persistence. 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. It turns out that the kids
that got intelligence praise also tended to take on fewer problems overall. They tended to limit the total
number of challenges that they engaged in, whereas the kids that got the effort praise --that you worked
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. So these data really made clear that the effort praise is the
way to go.

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. But it's actually pretty rare that we hear effort rewarded in
everyday settings. And it is very common for us to overhear intelligence praise or talent praise. You
know, a kid comes home with a trophy and we tell them: you're a great athlete. Right. A kid comes
home with a great report card: you know, you're so smart! 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. We tell them you can do anything,
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. We do not want to do that, you don't want to undermine performance that
way. 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, 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.

Okay, so this paper is really truly important. 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. But it actually includes one
additional piece of information that I also think everyone should know about, and that is: the tendency
for children who get intelligence praise to misrepresent their performance on subsequent efforts. What
do I mean by that? 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), and then they had them do a series of other tasks and then report their results to other kids.
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's not
visibly being compared to all the other scores), the kids that got intelligence praise tend to lie about
their score. And, as you could imagine, they tend to lie in the direction of making themselves appear as
having performed better than they actually did.

So this is a pretty sinister aspect of intelligence praise that we don't often hear about. Even if you've
heard telling a person that they are smart or talented can ultimately undermine performance, 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. And that's true regardless of
whether or not they perform pretty well or not in the past. I mean, you could imagine that the kids that
were told that they were intelligent, that they're talented, that those kids, you know if they were doing
well, and then suddenly did poorly, that they slide the score up a little bit. We don't want anyone to do
that. But you can imagine how a young kid might do that to kind of preserve their ego. But no, in some
cases these kids are already performing pretty well --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. Whereas the kids that receive the effort praise do no such thing:
they faithfully represent their performance, 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.

So just to illustrate how important the findings in the study really are, the paper was published in 1998.
But just two years prior, in 1996, there was a survey of parents asking, “To what extent do you believe
that intelligence is fixed?” and 85% percent answered that they thought that intelligence was fixed. That
means they believe that the brain was sort of a vessel of fixed size that, of course, when we're born into
the world it's kind of empty, we don't have any knowledge. 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.
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.

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. 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. 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. And when you look at any intelligence test, if you
look at standard IQ test, or you know, 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. 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.
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. 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.

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. Well, earlier I had you ask
some questions what are you good at, what have you been told you're good at, and how did you arrive
at being good at those things; 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. 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, 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. 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 are, in fairness, are the labels I'm using
here, but that's for sake of discussion and clarity-- and to start to shift those narratives towards effort
related narratives.

So I'll use myself as an example: I'm pretty good at learning and remembering things cognitive
information; I'm pretty terrible at playing music, in fact, I'm downright terrible. 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, that's an intelligence praise type narrative, or I could tell myself the truth,
which is, “I tend to spend a lot of time with information in different forms: I listen to it, I read it, I write it
down, I highlight it, I put it up on a whiteboard, I tell myself that information again in my head, I think
about it in different contexts, I tell other people about it, 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. It's not because I have a quote unquote great memory it's because I engage in
certain verb processes to build up that memory.” Okay.

I can also take a look at the, let's call it the negative statement: “I am abysmal at music,” which frankly is
a fair statement, and I could say, “Okay, I'm just a terrible musician, I have no musical sense, I have no
musical ability.” Those are labels of the intelligence type labels. Or, I could look at the verbs. This is also
true: “I have never really spent a lot of time trying to learn an instrument, I failed early on, at least in my
mind, I failed to get the results I wanted, and so I stopped playing, I made the dog next door howled,
which by the way I did, so I stopped playing, I ceased the effort process.” 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.

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. 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. 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: “Oh, I'm good at this particular
thing!” (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). 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? 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. Whereas if you attach effort, verbs, to why you got good at
something as well as why you are not good at something, well, then there's only room for improvement.

Why do I say that? Well, when we're talking about effort, we're talking about verbs that is inherent to
you. If you did it in one context, you can do it in another. Whereas ability and performance, it's not the
case that if you have a good memory, you are by default a good musician (that might be the case, but in
my case certainly it's not). 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. 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. 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, 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, it's how you're wired, it's
machinery that exists in your brain and nervous system and body that you can engage that time and
anytime.

Tool: Timing, Intelligence vs. Effort Praise & Performance

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. 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, etc., either before or after a given task, or game, or exam, it still has a detrimental effect
in both cases. Meaning, you tell someone heading into something. “You're a great athlete, you are so
smart, you're going to do so well on this exam,” you undermine their performance. 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, and you say, “You are so smart, you are so talented,” you are undermining
the performance on the next exam. That's how striking these results are. And again, they've been shown
again and again in different populations of students and adults.

Conversely, it's striking how powerful the effort labels can be at improving performance. Conversely and
fortunately, the same is true for effort-based praise. 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, I know you to be a really
dedicated worker, you really persist, you know how to do hard things, 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. And if after an exam, or performance, or practice, whatever the effort happens
to be, you tell them, “You really worked hard”, “I love the way that even when you know you got kicked
in the shin and you're limping along there and you're hurt, you continue to play,” or “Even when you
know everyone else went to sleep and you continue to study” –although, by the way, I do encourage
people to get enough sleep-- there are times in which, let's face it, the person who stays up latest
studying, provides they get enough sleep, they're getting the extra hours in, right. I might have been that
kid in college or tried to be that kid in college. 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. 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.

You give identity praise before, performance diminishes. You give identity praise after, subsequent
performance diminishes. You give effort praise before, performance goes up. You give effort praise
after, performance goes up.

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; but it's not often that we are told ‘when’ to give that praise. And the
short answer of course is: it doesn't matter. In fact, we should always be striving to give others and
ourselves praise that is ‘correctly’ attached to genuine effort. And that word ‘correctly’ is important
here. I'm not saying, you know, take a kid who performed poorly on an exam because they kind of
loafed, or the kid that was just shuffling their feet out on the soccer field, and say, “Hey, great, you know
you worked so hard!” when they didn't. You know, we know when we're being lied to, or when we're
lying to ourselves.

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. 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,” “Focus on what you can control.” What's the thing that
we all really can control? It's our level of persistence and our level of effort, and, of course, we all have
different circumstances such that persistence and effort can be harder in certain circumstances and for
certain people, certainly. 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. Those are the two things that are really inherent to you and your nervous system. No
one can do the effort for us, no one can direct our attention for us. 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.

Fixed Mindset vs. Growth Mindset: Failure & Performance

Okay, so it's clear that we have a striking set of results in the literature and again major hat tip to Carol
Dweck and her colleagues for making this discovery, right. It is what eventually led to the discovery of
growth mindset and it's what we're really building up to here. Okay, so this early work from Dweck and
colleagues --and by early, I mean late 90s, right-- is really spectacular, it really transformed the way that
we think about education and learning in general, and in fact neuroplasticity. But what it didn't answer
is why, you know, why is it that effort-praise leads to better performance and intelligence-praise,
identity-praise leads to diminished performance? And it turns out that the answer resides in how people
respond to errors, how they respond to feedback that they did not want. 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 (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, they
don't have the capacity or the ability to perform well).

So the study I'm referring to is a study first author Mangles, last author no surprise Carol Dweck and it's
entitled: “Why do beliefs about intelligence influence learning success: a social cognitive neuroscience
model.” I'm not going to go into all the details of the study but the study used what's called ERPs (Event
Related Potentials). 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, they're picking up electrical potentials that correlate
with shifts in brain activity. Now an advantage of ERPs is that it's pretty non-invasive: you can even do it
on babies, you don't have to cut into the skull, you don't have to remove any skin as you would if you
were going to, you know, put electrodes down into the brain --which essentially is neurosurgery-- 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 --actually it 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; so it's hard for a lot of people to do that, but it
can be done if you need it to be done, you do it. But ERPs are great because people can come into the
laboratory put on this skull cap, 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. You
can't really pinpoint fine structures and you can't look at brain activity deep in the brain. That's probably
the major drawback of looking at these ERPs, 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:
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.

So this study had people equipped with these skull caps, looks like a kind of like a hoodie with a bunch of
wires coming out of it, and they had them play a game. Basically, what they did is they were asked
questions 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. And then here, I'm paraphrasing, “People
indicate their confidence in how accurate they were with the response,” okay, so they ask them a
question like, “What's the capital of Australia?”; the person would answer, and then they say, “How
confident are you on a scale of say one to ten that you got the answer correct?”, and then they were
given two pieces of feedback: the first piece of feedback provided information only about their response
accuracy (were they right or were they not right), and then the second feedback was they got the
correct answer.

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, right. 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?”
“75%”, just kidding, “100%” okay, “100%.” Whereas, if you asked me, um, I was confronted this the
other day in your physics class when they talked about the right hand rule which is if you're listening
don't worry about it it's just when you put out your index finger your middle finger and your thumb with
your right hand 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 pretty sure that it's the magnetic field is the middle finger that's the vector
of the middle finger but how confident am I in this result I don't know maybe 50% because it's been a
while since I've looked at this stuff and I should know this but I haven't looked at so 50%. When you give
people these kinds of questions while recording brain activity you're getting a lot of information you're
looking at accuracy you're also looking at confidence you're looking at lack of confidence and you can
correlate that with different patterns of brain activity.

Now they had essentially two groups of people in the study: one group had an intelligence mindset (they
believed intelligence was more or less fixed); the other had what we call a growth mindset (they
believed that through effort that intelligence was malleable that people could learn new information
including themselves they could learn new information).

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. There's a certain waveform of activity, the name isn't really important, you call it the P3
wave in these ERP experiments. P3 wave is a certain pattern of activity that emerged during the
presentation to the subject that they gotten something wrong. So the P3 wave it's just a little blipping
neural activity in the brain correlated with when people were told, “Nope, you got that one wrong,”
okay. 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, 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. 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, there tends to correlate with emotional responses, it tends to correlate
with our internal sense so-called enteroception. Whereas in the dorsal ACC, meaning the top of the ACC,
activity there tends to correlate with cognitive information and cognitive appraisal. 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.

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. Whereas
people with a growth mindset when presented with, “Ah, 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. 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, they tend to direct their
attentional resources toward trying to understand what the error was and why they got that error.

And this I believe is absolutely fundamental to understanding the distinction between a fixed mindset
and a growth mindset because perhaps you've seen these lists, these, you know side-by-side lists that,
you know, a fixed mindset versus a growth mindset: you know 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,
you know, and your academic and other forms of performance tends to be low, whereas in a growth
mindset your goal tends to be to learn, you tend to value effort more, you tend to respond to setbacks
by working harder and your performance is higher. And I'm not trying to make light of these lists; these
lists are important because they help us organize our information and differentiate between a fixed
versus growth mindset, but they don't tell us why focusing on effort and engaging more effort would
actually translate into higher performance. For instance, you could imagine a scenario where the exact
opposite is true right. We can make up a just so story where, if your identity is so rigidly fixed to high
performance, you're likely to outwork everybody, right. That seems like a logical conclusion as well. But
that's not the way it plays out. It's when your identity is attached to yourself, 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 in the study using ERPs tells us that's likely to be the case
because of how people who have a growth mindset focus attention when they're told nope you got that
wrong or when people think they got something right right they give an answer and they say what's your
confidence level and they say 90 maybe 99 maybe even 100 percent it's wrong. People who have a fixed
mindset focus on the emotional response to that, more of their brain resources are devoted to “I got it
wrong, I thought I got it right.” Then the people who have a growth mindset who are thinking, “Wait,
okay, then what was that answer? And how could I possibly get that answer wrong? I'm going to figure
that out, okay.” Now as you're hearing this you're probably thinking, “Oh, no, I'm somebody who
reflexively gets disappointed when I get something wrong.”

Tool: Shift from Fixed Mindset

Well, fortunately this is not just about that 100 milliseconds to five seconds after you're told something
is wrong. You can shift from a fixed mindset to a growth mindset response. In fact, that's an important
tool that we all need to learn how to implement. We all suffer from fixed mindset, all suffer from fixed
mindset in certain endeavors. 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. 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, I'm going to think about what led to the error, and I'm going to start
devoting my intentional 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, it's
really hard to control our feelings, what we can control as I mentioned before is our effort and our
attention. So focusing our attention on why we got something wrong and really digging into that, that's
growth mindset in action.

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, we're not talking about ego protection,
we're not talking about identity. Now all of those things are extremely important 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, etc, we hear these messages and we try to, for instance, you know
set our ego aside or, you know, not attach our identity so much to what is happening. But it's really
really hard. 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, right. I mean there's this
whole process of ego dissolution that we talked about in the episode with Robin Cardard Harris, but
none of that was directed at specific challenges that one is undertaking in real time, right. 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,” right. It makes perfect
sense why you would get upset about not getting the results that you want. 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 right --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 kind of rob some of the emotional response.
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.

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. It does, however, require that we don't just tell ourselves to
focus on effort and the errors and analyzing those errors, it also requires an additional piece, which is
what we're going to talk about now.

Stress-is-Enhancing Mindset

So, by now, I like to think that we all understand what growth mindset is and what differentiates it from
a fixed mindset. However, just understanding what growth mindset is and how having a desire to
implement it and a bit of understanding of how to implement it turns out to be necessary, but not
sufficient. There's an additional piece that we need to accomplish. The good news is that additional
piece is very straightforward to understand if we zoom out and we start to really understand that
growth mindset is really a way of connecting motivation to cognition. It's taking this thing that we call
motivation, which is of course what we all want --we all want to be motivated, we all want to be effort
driven, etc., and we take motivation and we tie it to a set of specific thoughts or thought processes that
we can control. That is far and away different than looking at motivation simply as an emotional or an
internal state of “feeling motivated”. And in fact that's what most people, including myself, default to
we want to feel motivated, so fortunately we try and get good sleep --which is essential that really helps
for daytime mood focus and alertness and thereby motivation, we hydrate, we exercise, we might even
drink caffeine as a way to increase our level of alertness and motivation, and all of that is finding good,
in fact, all of that is encouraged --although I would say that the caffeine part is optional-- but all those
other things are encouraged toward mental health physical health and performance and motivation.

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, where we are not getting the results we want?” And in order to master that process, we need to
embrace another mindset that's right 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 etc. And all of that is really hard to do from a purely
psychological standpoint. 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. And this mindset
around stress actually has a name, it's called the “stress-is-enhancing mindset.” And there's a very
straightforward way to increase your stress-is-enhancing mindset.

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 mindset, and that's Dr Alia sometimes referred to
as Dr Ali Crum. She's a tenured professor of psychology at Stanford, she also is a former division one
athlete and a licensed clinical psychologist, 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. In addition to that, she also
happens to be an incredibly kind person and generous person, she was a guest on this podcast
previously. 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. Her personal story and her work and the tool she offers are
absolutely spectacular.

However, you don't need to go to that episode just yet 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, 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. The stress-
is-enhancing mindset is the outgrowth of many different studies and not just from Dr Ali Crum but from
others as well.

But, for the time being, I want to focus on one paper in which Dr Crum was the first author. So this work
was done before she arrived at Stanford. 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 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; 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. So what we
are talking about here is not the placebo effect. I want to be very clear about that. We are also not
talking about lying to people in order to shift their response to stress. What we're talking about here is
two different conditions: 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.

Now you might be saying, “How can it be true that stress is both performance diminishing and stress is
performance enhancing?” And therein lies the key takeaway from this paper: it depends on what you
believe about stress. 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. So this paper “Rethinking Stress: the
Role of Mindsets and Determining Stress,” did a very simple set of manipulations: they had people in
one group listen to a lecture that effectively was titled “The effects of stress are negative and should be
avoided,” and that lecture included information about how stress diminishes performance and how it
can diminish health and vitality learning and performance productivity, it increases uncertainty, etc.,
okay, and all of that information is true; a separate group listened to a lecture entitled “Experiencing
stress improves health and vitality,” and again that information is true.
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? And the answer lies in two things: 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. 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. Okay, so we've got a condition here where people are
being informed very differently about what stress does: in one case, it's the stress is bad message; in the
other case, it's the stress is good message.

And there are many different experiments within this paper 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. 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 task, you don't see much change in their performance as you compare the before the
learning about stress is diminishing to after the learning. 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. 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.

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: the people that
learn that stress diminishes performance, did not improve at all; whereas the people that learn that
stress can enhance performance, enhance their performance significantly.

Now keep in mind, all they are doing is learning that stress can enhance their performance and then
they're given the task and they're performing better. So that's pretty spectacular, right. There's no
training session that they went and did, they didn't practice these items that they were being tested on
in between, they weren't given a bunch of drills to do, and they didn't take a lot of time to do it. They
just heard a tutorial about how stress can enhance performance. 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: elevated heart rate, narrowing a visual focus, shifting of blood away from the periphery, 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 all of the 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. Let's be fair
the stress response is there for a lot of reasons not just because of saber-toothed tigers and lions. I
mean, that's kind of a story that we make up. 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. We need to have somewhat
of a stress response in order to engage in adaptive challenge. 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. Do you think it was easy for cavemen and women to engage socially and kind of
settle out their romantic interactions, etc.? Do you think it was easy for them to raise children? No, of
course not. The stress response is there for a variety of reasons, not just to get away from predators.
The really exciting thing that's been discovered in the course of Dr Ali Crum's work and other work in the
last couple of decades is that the stress response is neither good nor bad. The stress response depends
on whether or not you believe the sensations that you're experiencing --elevated heart rate, narrowing
a visual focus, etc.-- are serving to enhance your performance or diminish your performance. And this
study really points to the fact that just learning that it can enhance performance can enhance
performance.

How Stress Can Enhance Performance

Now I know a number of you are probably saying wait but stress doesn't feel good right 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 I think it's important to acknowledge
that 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 I don't want you to think that's the take-
home message sometimes it does it can as was demonstrated in this research paper but oftentimes as
we know stress diminishes our performance it takes us away from the landmarks we want to hit it takes
us away from the grades we want to get it takes us away from quote unquote showing up how we want
to right 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 no one wants any of that what's important to
understand is that learning that stress is a way of mobilizing resources in the body does two things 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 us to make correction to those errors in the future 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 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'm just I sound terrible I feel terrible I look terrible Etc to a mode of allocating more of our
thinking toward analyzing why things might be going wrong and something else powerful happens when
we Embrace a stresses-enhancing mindset as well 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 ways
some of those include the duration over which the stress hormone cortisol is released 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 you need cortisol believe me you want cortisol especially released early in the day and in
response to acute stressors 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 okay 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 right 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 okay so
the point here is that when we Embrace a stressous enhancing mindset we are able to have shorter
duration release of cortisol we are also able to engage what's called increased stroke volume under
conditions of stress 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 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 so one of the key measures of how a stress
response quote-unquote is going is how much peripheral blood flow there is and when we are more
relaxed under conditions of stress there tends to be more peripheral blood flow when we are more
anxious more panicked under conditions of stress peripheral blood flow is lower and in a remarkable set
of experiments Ali Crum 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 increase peripheral blood flow
increases and our ability to maintain cognition to think clearly under conditions of stress increases 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 in fact for those of you that perhaps have heard stress reduces
testosterone levels stress reduces estrogen levels Etc that's true it is also True by the way that when you
are informed about how stress can be enhancing of performance it becomes anabolic that's right 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 so there's a lot of
false stories out there about stress 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 Etc 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 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 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 these are going to be where you stand to
learn or grow in some positive way not circumstances where you stand to hurt yourself or others of
course the more that you can place yourself into conditions of stress and then to cognitively just tell
yourself ah this elevated heart rate this um quaking of my hands this you know sweating Etc 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 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 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 nobody wants to
have the bad stress response to a positive State and when you develop a stresses enhancing mindset
you not only are going to feel more comfortable under conditions of stress but you're 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 and that's not just a statement that I'm making that's
what the research tells us.

Growth Mindset + Stress-is-Enhancing Mindset & Performance

So let's take a look at that research so now I'd like to shift our discussion to some very recent findings
about growth mindset and how growth mindset combined with the stresses enhancing mindset can
powerfully change outcomes for the better and can do so in a huge variety of real world contexts and
the work that I'm referring to is the work of a person named David Yeager Dr David Yeager is a professor
at the University of Texas Austin he did his graduate work with Carol dweck at Stanford and he now has
his own laboratory in Austin 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 and using subjects from diverse areas rural urban Etc 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 information tutorial watching a
video about growth mindset watching a video about stress is enhancing mindsets and then confronted
with stress confronted with Tess confronted with opportunities to embrace hard challenges or easier
paths 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 now jaegering colleagues have shown
that across a huge number of different experiments in fact there's a paper published quite recently this
was about a year ago in July of 0 in the journal Nature so Apex Journal published as a full article 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 so they published The Following results as an
article in nature in July of 0 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 so for instance they looked at high school students who simply anticipated a
stressful event and had been instructed on growth mindset or stress's enhancing mindset or both or
control conditions where they weren't informed of those mindsets right It's always important to have
control experiments where you're getting the same amount of information but it's not the same
information 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's enhancing mindset 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 in addition being educated
on how stress can enhance performance can buffer you against anticipatory stress but it is clearly the
case that when one is educated on both of those things growth mindset and stresses enhancing
mindsets that one observes the greatest buffering or offset of the stress response in ways that can
improve performance now that is but one experiment of the six yes six experiments included in this
single Paper now I'm not going to go through each of those six experiments in detail and just as a side
note I've invited Dr David Yeager to be a guest on this podcast and he has agreed 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 but just by way of
example another experiment in this paper use what was called the trigger social stress test 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 will experience that are considered stressful 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 so the try our 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 you're looking at their heart rate their blood
pressure you might have them spit into a little tube and use that saliva to measure cortisol because
that's how you measure cortisol 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 then they actually have to deliver that speech in
front of that audience during that speech sometimes the people who are observing it are giving
feedback like frowns crossed arms Etc then there's a pop quiz where they get a hard arithmetic test in
front of that audience and when they get answer is wrong they're told they're wrong in front of that
audience this all might seem kind of playful and silly to you but most people do not experience this as
playful and silly 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 you
can see how this would be stressful and all the while measures of psychological and physiological
reactivity are being measured peripheral blood flow the thing we talked about earlier among those 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 so basically what we have here is a
condition in which people are just getting information right there's no pill there's no treadmill there's no
going home and doing a bunch of problem sets 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 stresses enhancing mindsets allows these students to shift their physiology so enhance
peripheral blood flow changes in hormone secretion like cortisol n 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 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 they do start to perform better and the major takeaway from the study is that
across the board in all six experiments in Imagine 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

Reframing Stress

Now another really interesting feature of this study put out by Jager and colleagues was that the
interventions were one time and relatively brief or we could even say extremely brief whereas a lot of
previous experiments had looked at growth mindset interventions that were on the order of you know
four to six to eight tutorials lasting anywhere from 30 minutes to an hour each this experiment
employed just one 30-minute intervention so when I heard about these results and read the paper I got
very excited I wanted to know what is this magic intervention exactly and I'm sure you're thinking the
same 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 so
basically the tutorial starts off with a question about stress it actually has a little field where you can fill
in an answer to the following question can you recall a time when you experienced stress and what was
that stress related to and here I'm paraphrasing 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 I wrote when I was a postdoc I was under a lot of competitive pressure to
try and finish my projects 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 and I was also socially isolated from a lot
of my friends that previously I had lived very close to that was a stressful time that I could recall in fact
no other time in my life as I recall was as stressful as being a postdoc which is not to say that I didn't
enjoy being a postdoc 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 so that's how this tutorial
starts off and I believe that the reason that they asked that question at the beginning of the tutorial is to
kind of cue up cognitive mechanisms that surround one's own understanding of stress and then as you
click through the tutorial it starts to explain of all things neuroscience and neuroplasticity it says
research from Neuroscience tells us that through effort our brain can change it can form new
connections that we call synapses so of course I was delighted to see all that information I'm very
familiar with that type of information 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 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 Urie triceman is one of the top calculus professors here's what he tells
us students on the first day of class quote everyone in this class will struggle no matter who you are
questions are going to be flying at you that you cannot answer and when that happens you're going to
experience stress and if you don't understand that stress you'll think it means oh no I don't belong here
but in fact that stress is an indicator that your understanding is deepening it's not a sign that you're not
learning 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 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 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 so what this
tutorial really is is it's an information based tutorial it tells you something about the brain's capacity to
change it gives you some True by the way mechanistic information about how synapses can change and
brain circuits can change because indeed they can and it's telling you that the negative somatic bodily
and cognitive thought-based experiences of stress that those represent you getting better that's simply
what it is and despite it being simple in its specific message that message turns out to be incredibly
powerful how can we say that it's truly powerful well we could turn to essentially any page in this study
that Jaeger 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 so self-regard is something that can be measured we can have very negative
or very positive self-regard 40 improvements in self-regard 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 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.

Tool 1: Student & Teacher Mindset

Now there are a number of other features of the David Yeager work that I think are especially important
to consider 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 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 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 you know get two 100 minutes of Zone
cardio per week or get six sets of resistance exercise per major muscle group per week Etc 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 so for that we 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 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 this has been shown
in the classroom and it's been shown in other contexts as well and again it simply means learning about
what growth mindset is and how it differs from fixed mindset it also ideally means learning how stress
can enhance performance now if that means spending some time with the discussion that we had
around Dr Alia crum's data that would be great 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 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 well then that's going to be
performance enhancing again these tools are purely cognitive but they are well supported by the data
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 the next tool which is a really fundamental one to everything we're talking about was

Tool : Effort Praise/Feedback: Verbs not Labels

1.8.0

actually mentioned at the beginning of the episode which is whenever giving praise or giving feedback of
any kind to

1.8.8

others or to yourself perhaps even especially to yourself make the effort to make that feedback

1.8.3

about verbs not labels okay to really think about

1.8.41

praising or in some cases maybe giving feedback about how effort could have

1.8.46

been better but ideally you're saying great effort it was great that when you

1.8.1
missed that shot on goal that you ran back to your side of the field it was great that when you didn't
perform well

1.8.8

on that math exam that you went back to those problem sets and that you conversed with other

1.9.04

students about why they had performed a certain way and you really dug through it and figured out why
you got things

1.9.10

wrong now a key aspect of this tool of focusing on verbs not labels is that it

1.9.1

is especially important to do this when you've performed well I talked about the reasons a little bit
earlier but I

1.9.

cannot emphasize this enough when you've performed well if you tell yourself or you tell somebody else
that they're just

1.9.8

a great athlete they're just a great student they're talented they're brilliant I promise you you are
undermining their future performance

1.9.34

when they inevitably encounter challenge if however you give yourself or the

1.9.40

other person feedback that's really grounded in effort and persistence in problem solving you are
absolutely going

1.9.46

the right direction now if you are going to give feedback about errors either to

1.9.1

yourself or to somebody else the question really is do you paint that with rose-colored glasses do you try
and

1.9.7

make it seem like the errors weren't that bad that's not actually what we're talking about we're not
talking about

1.30.03
what do they say putting lipstick on a pig what we're talking about is looking at those errors and thinking

1.30.10

about what led up to those errors and trying to put more of our cognitive attention on the verbs the
things that

1.30.16

led to those errors and less of our attention on the emotions related to those errors we really need to be

1.30.3

analytic about those errors and admittedly we often need to take a day or two or

1.30.9

maybe even longer before we can do that process effectively right nothing that I've said thus far has said
that we have

1.30.3

to do all of this immediately after an error or immediately after a poor performance sometimes we are
so caught

1.30.41

up in the emotional experience of having performed not as well as we would have liked that there's
simply no way that we

1.30.47

can allocate our mental resources toward error analysis ideally we can but oftentimes we can so we
have to be how

1.30.3

do they say gentle with ourselves and allow ourselves to move through that process and then get back
to error

1.30.9

analysis that's absolutely key but we really want to focus on the verbs leading to those errors not putting

1.31.06

labels on the stupid ridiculous silly fill in your blank with whatever

1.31.1

negative label you might happen to come up with okay so verbs verbs verbs for

1.31.18

analyzing why we did well and verbs verbs verbs for analyzing why we did
1.31.3

poorly now you may have noticed that a few minutes ago I mentioned that oftentimes it's beneficial that
when we

Tool 3: Errors & Seeking Help

1.31.9

make errors that we seek out others who either performed well ideally but also those who performed

1.31.36

poorly in order to get some understanding as to why we did not perform as well as we wanted and that

1.31.41

raises another key tool there are a lot of data now to support the fact that one of the key ways to
analyze our errors is

1.31.49

to get help and this is one of the things that really differentiates the high performers from the low
performers

1.31.

over time and yes there I just used a label well I guess I could have said the high effort which leads to
Performance

1.3.01

people versus the low effort which leads to low performance people but in any case you get the idea
people who perform

1.3.07

well over time regardless of labels that we place on them tend to be people who seek help in

1.3.14

order to understand why they didn't perform well so this is a core component of not just trying and
building a growth

1.3.1

mindset but really solidifying a growth mindset and a stress can enhance performance mindset so seek
help from

1.3.7

others in understanding where you didn't perform as well as you like and I would say Seek input from
others as to what

1.3.34
were the verbs that you think might have led to your heightened performance because we like to think
that we have really good Optics on why we did well oh

1.3.41

yeah it was because I spent X number of hours practicing but oftentimes those around us have
additional perspectives

1.3.46

that we can't access and learning about those perspectives of why we've performed poorly but also why
we

1.3.

performed well in the context of these verbs not labels is also tremendously beneficial the

Tool 4: Self-Teaching & Growth Mindset

1.3.8

other thing that's clear from the literature on growth mindset and stress can enhance performance
mindset is that

1.33.04

all of that stuff all those tutorials are most effective when both teachers and students Embrace those
mindsets now

1.33.13

that's a wonderful situation if teachers and students are both available and willing to learn those
mindsets however

1.33.19

for many of us we don't have a teacher we don't have a mentor we're doing all of this on our own

1.33.4

and so what's fortunate is that there are also data in the literature showing that under conditions where
either the

1.33.30

teacher or the mentor is not there or is not embracing a growth mindset or stress enhances
performance mindset we actually

1.33.37

can serve as our own teacher by using a simple tool and the simple tool that was actually the same tool

1.33.4
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

1.33.

sheet of paper and write out a letter as if you're writing a letter to the

1.33.7

next person coming along trying to get good at the thing that you're trying to get good at and explain to
them what

1.34.03

growth mindset is and how it differs from a fixed mindset explain to them what the stress enhances
performance

1.34.09

mindset is how to adopt it and how it can amplify performance that simple exercise of writing a letter

1.34.17

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

1.34.3

give it to somebody else so they can benefit that simple exercise has been shown to improve one's own
performance

1.34.8

and to do so in dramatic ways not just in the immediate term but also in the

1.34.34

future 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

Tool : Reframe “Mind is Like a Muscle” Analogy

1.34.41

Neuroscience of neuroplasticity and believe it or not that's grounded in our understanding of exercise
physiology

1.34.47

and that is to reframe this idea that the mind is like a muscle I know we hear

1.34.3

that over and over again the mind is like a muscle you know you exercise a muscle it gets stronger you
exercise your mind you put it
1.34.9

through some strain and you can learn those statements are absolutely true but this statement that the
mind is like a

1.3.0

muscle that analogy falls short I believe in an important way that can lead a lot of people astray when
they

1.3.1

try and embrace growth mindset and the stress enhances performance mindset and the reason I say
that is the following

1.3.0

exercise with weights or resistance training of any kind whether or not it's body weight or machines or
free weights

1.3.6

has an incredible property to it in that it increases blood flow to the muscles

1.3.3

that we're training right this is something that really distinguishes resistance training from other forms
of training like long distance running

1.3.39

when we train our muscles with resistance the blood flow into that muscle the so-called pump gives us a

1.3.47

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

1.3.

that resistance training in other words resistance training provides us a kind of hint of the results we are
likely to

1.36.01

get so when we hear the analogy that the mind is like a muscle I think it falls short because when we
strain to learn

1.36.09

something with our mind we don't actually get to feel what it is to perform much better

1.36.14
as we are trying to learn that thing actually quite the contrary in fact much of what we've been talking
about today

1.36.0

is the fact that the stress and strain and the disappointment that is so reflexively felt when we look at
our

1.36.6

diminished performances we're trying to learn is actually the trigger for invoking the learning itself so
what I'm

1.36.33

saying here is that it is not the case that when we go in to learn a language or a new skill or

1.36.39

mathematics or something new that for a moment we are fluent or partially fluent

1.36.4

and then we lose that ability when we walk out of the classroom or the tutorial that's what makes it
different than the

1.36.1

gym where you go and you lift weights or you use a resistance training of any kind and you get this sort
of window

1.36.7

into oh this is what the muscle will feel like and look like when it's larger so the mind is like a muscle
analogy

1.37.0

sort of works in the sense that if you properly stress a muscle using resistance training and then you give
it

1.37.08

an adequate amount of time to recover it indeed will get bigger and stronger

1.37.13

and it is true that when you go in to try and learn something if you provide the adequate stress which is
hitting

1.37.19

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
1.37.7

the way then you'll learn that new information over time but where the mind is like a

1.37.33

muscle analogy really Falls away I believe is that the mind is not like a muscle because you don't actually
get to

1.37.39

experience the good growth that you're seeking as you're trying to learn it rather everything we've been
talking

1.37.4

about today is about learning how to experience the strain of trying to learn the agitation of trying to
learn as the

1.37.

learning process itself and understanding that while you might feel back on your heels a little or a lot

1.37.8

during that process that you might and in fact very likely are going to experience all the category of
things

1.38.04

that go along with stress elevated heart rate frustration you know maybe even a little headache or strain
difficulty

1.38.1

maintaining Focus Etc that if you understand that all of those things are actually creating the specific

1.38.19

neurochemical and neural circuit conditions to invoke learning well then

1.38.4

that learning will occur so in some ways a better analogy would be if it were the case that when you do
resistance

1.38.30

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

1.38.37

the appropriate analogy for the mind is like a muscle I say all this because yes adopting a growth
mindset is incredibly
1.38.44

valuable adopting a stress can enhance performance mindset is incredibly valuable and even more
valuable is

1.38.0

combining those two mindsets because they do indeed improve performance synergistically however
none of this

1.38.7

process is expected to be reflexive for most people perhaps for anybody and the

1.39.0

process of building up these mindsets involves another mindset which is the one that umbrellas them all
or gathers

1.39.08

them all together and makes them really work which is the idea that mindsets are indeed powerful that
they can have a

1.39.1

real effect and that while they do take time to cultivate they can be cultivated thank you for joining me
today for our

Zero-Cost Support, YouTube Feedback, Spotify & Apple Reviews, Sponsors, Momentous, Social Media,
Neural Network Newsletter

1.39.1

discussion about growth mindset what it is and how to cultivate a growth mindset as well as the related
stress can dance

1.39.8

performance mindset which can also be cultivated if you're learning from and are enjoying

1.39.33

this podcast please subscribe to our YouTube channel that's a terrific zero cost way to support us in
addition

1.39.39

please subscribe to the podcast on both Spotify and apple and on both Spotify and apple you can leave
us up to a five

1.39.4
star review if you have questions for me or comments about the podcast or guests that you'd like me to
invite onto the

1.39.0

uberman Lab podcast please put those in the comments section on YouTube I do read all the comments
in addition please

1.39.6

check out the sponsors mentioned at the beginning and throughout today's episode that's the best way
to support this podcast not so much in today's episode

1.40.03

but on many previous episodes of The huberman Lab podcast we discuss supplements while
supplements aren't

1.40.08

necessary for everybody many people derive tremendous benefit from them for things like enhancing
sleep hormone

1.40.13

support and focus the uberman Lab podcast has partnered with momentous supplements if you're
interested in learning about the supplements discussed

1.40.19

on the huberman Lab podcast you can go to live momentous spelled ous so that's livemomentis.com
huberman if you're not

1.40.6

already following me on social media I'm hubermanlab on all social media platforms so that's Instagram
Twitter

1.40.3

Twitter threads LinkedIn and Facebook and on all of those platforms I cover science and science-based
tools some of

1.40.38

which overlaps with the content of the huberman Lab podcast but much of which is distinct from the
content on the huberman Lab podcast

1.40.44

if you haven't already subscribed to our neural network newsletter the neural network newsletter is a
monthly newsletter it's completely zero cost and

1.40.1
it provides podcast summaries and toolkits of things like neuroplasticity sleep deliberate cold exposure
exercise

1.40.7

and so on to sign up for the neural network newsletter simply go to hubermanlab.com go to the menu
scroll

1.41.03

down a newsletter and provide your email we do not share your email with anybody and again it's
completely zero cost

1.41.08

thank you once again for joining me for today's discussion all about growth mindset and related
mindsets for

1.41.13

improving performance and last but certainly not least thank you for your interest in science

1.41.1

[Music]

Inggris (dibuat otomatis)