Thinking About Mistakes

Alina Tugend:

On one hand, as children we’re taught that everyone makes mistakes and that the great thinkers and inventors embraced them. Thomas Edison’s famous quote is often inscribed in schools and children’s museums: “I have not failed. I have just found ten thousand ways that won’t work.”

On the other hand, good grades are usually a reward for doing things right, not making errors. Compliments are given for having the correct answer and, in fact, the wrong one may elicit scorn from classmates.

We grow up with a mixed message: making mistakes is a necessary learning tool, but we should avoid them.

Carol S. Dweck, a psychology professor at Stanford University, has studied this and related issues for decades.

“Studies with children and adults show that a large percentage cannot tolerate mistakes or setbacks,” she said. In particular, those who believe that intelligence is fixed and cannot change tend to avoid taking chances that may lead to errors.

Often parents and teachers unwittingly encourage this mind-set by praising children for being smart rather than for trying hard or struggling with the process.

For example, in a study that Professor Dweck and her researchers did with 400 fifth graders, half were randomly praised as being “really smart” for doing well on a test; the others were praised for their effort.

Then they were given two tasks to choose from: an easy one that they would learn little from but do well, or a more challenging one that might be more interesting but induce more mistakes.

The majority of those praised for being smart chose the simple task, while 90 percent of those commended for trying hard selected the more difficult one.

The difference was surprising, Professor Dweck said, especially because it came from one sentence of praise.

Posted by Jim Zellmer at November 25, 2007 12:00 AM
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