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When you look or looked around your classroom, it's usually pretty easy to identify the so-called "smart kids".
在教室里看一圈，通常很容易識別出所謂的“聰明孩子”。
They're typically the ones who get the best grades, and who often stick their hands up first to answer the question.
他們的成績拔尖，而且通常第一個舉手回答問題。
Depending on how you approach things, thinking of your classmates — or yourself — this way might not be the best idea.
處理事情的方式因人而異，想想你的同學或者自己，上面的方式可能并不是最好的。
Doing well in school is definitely a good thing, and actually being smart is good.
在學校表現好絕對是一件好事，實際上聰明有好處。
General intelligence plays a big role in people's lives, and is related to educational achievement, income, and how long you live.
普通智力在人們的生活中扮演著重要的角色，智力的高低與學術成就、收入和個人閱歷有關。
But how you think about your abilities could lead to some problems.
但是對自己能力看法的不同會引發一些問題。
Specifically, if you think you can't change them, or if you worry what other people will think when you mess up.
具體來說，如果你認為自己的能力無法改變，或者在意表現不好時別人的想法。
Lots of scientists have studied intelligence, but many of the ideas about how people think about being smart have come from a researcher named Carol Dweck.
許多科學家都研究過智力，但一位名叫卡羅爾·德維克的人研究過人們對聰明的看法。
Starting around the 1980s, she proposed that kids from preschool to junior high are inclined toward one of two big ideas about their abilities and goals.
20世紀80年代，德維克提出，幼兒園到初中的孩子往往表現為能力和目標類型中的一種。
At one end of the spectrum, they might subscribe to the entity orientation, which is the belief that your abilities are innate and fixed.
一些人可能認同實體導向，即相信能力是天生的，固定的。
In other words, if you're good at something, it's probably because you're a natural at it, not because you worked hard.
換句話說，如果你擅長某件事，可能是因為你天生擅長，而不是因為你后天的努力。
At the other end is the incremental or mastery orientation, which says that, with effort, you can improve your abilities, and learn to do things better.
另一些人支持增量或者掌握導向，也就是說，后天努力能夠改變能力，人可以學著把事情做的更好。
These two concepts were supported by Dweck's research, but in the 1990s, she took them one step further.
德維克在其研究中支持了這兩個概念，但在20世紀90年代，德維克又做了更進一步的研究。
In 1994, she and another researcher that observed 78 four- and five-year-olds.
1994年，她和另一名研究人員對78名4歲和5歲的兒童展開了研究。
The study found that the kids were already starting to develop consistent preferences for activities.
研究發現，孩子們的偏好開始一致。
For example, they might prefer to do a puzzle they had already done over trying a new one.
例如，他們可能更愿意做他們已經做過的擅長的事情。
It also found that the kids who wanted to keep doing older puzzles were more likely to give negative self-evaluations when completing a more challenging puzzle.
研究還發現，在完成難度更大的挑戰時，想要接著從事以前做過事情的孩子更有可能給出負面的自我評價。
They were more likely to make comparisons to others, too.
這些孩子與他人比較的可能性也更大。
Based on this, Dweck proposed that these two orientations —entity and incremental— didn't just exist:
基于此，德維克提出了人們不僅具有實體導向和增量導向：
They also came with their own motivations and goals.
還有自己的動機和目標。
Specifically, people with a incremental orientation were more interested in putting effort toward mastering new skills.
具體來說，增量導向的人對努力掌握新技能更感興趣。
Meanwhile, those with an entity orientation were motivated more by performance goals, like what others would think of them.
與此同時，績效目標對于那些實體導向的人更有吸引力，就像他們在意其他人對自己的看法一樣。
Thanks to work by other researchers, Dweck figured that these orientations came from what kind of praise kids got growing up.
感謝前人的研究，德韋克認為，孩子成長過程中得到的表揚決定了孩子們屬于哪一種導向。
Basically, if you got a lot of praise for being smart, it would lead you toward an entity orientation, and you might get more nervous about screwing up.
基本上來說，如果很多人夸你聰明，那么你就會偏向實體導向，搞砸事情可能會讓你更加緊張。
After all, failing might not make you the supposed "smart kid", anymore.
畢竟，失敗也許不再讓你成為“聰明孩子”。
On the other hand, if you were praised more for the effort you put into things, Dweck said you'd be more interested in putting more effort toward learning new skills.
另一方面，很多人夸你做事情很努力，德韋克表示你會對學習新技能更感興趣。
And you'd have an incremental orientation.
那么你就屬于增量導向。
Over time, these two orientations came to be called a growth and fixed mindset.
隨著時間的推移，這兩種導向被稱為成長和固定的心態。
"Growth" for the idea that you can master new skills through challenging yourself, and "fixed" for the belief that your abilities are stable.
“成長”是指你可以通過挑戰自己來掌握新的技能，“固定”是指你的能力是穩定的。
Today, psychologists are pretty confident that these mindsets are a reliable way of thinking about yourself.
如今，心理學家們自信地認為，成長型和固定型心態是看待自己的一種可靠的方式。
But despite what you might see online or in parenting blogs, that doesn't necessarily mean one mindset is better than the other.
但不管你在網上或育兒博客上看到什么，這并不一定意味著一種心態比另一種好。
The truth is, when you look at the research, there's actually mixed evidence about how these ideas play out in real life.
事實是，你看到這個研究，我們在現實生活中都能夠找到與之對應的例證。
Some studies do suggest that having a fixed mindset might not be great when it comes to academics.
一些研究表明，涉及到學術知識時，擁有固定的心態可能并不是件好事。
Take a 2007 study of nearly 400 kids in New York Public Schools, for example.
以2007年一項針對紐約公立學校近400名學生的研究為例。
In it, researchers found that seventh graders with a fixed mindset had worse math grades at the start of the study,
在研究中，研究人員發現，研究開始時，心態固定的七年級學生的數學成績較差。
and that they didn't improve their grades over the next two years.
而且在接下來的兩年里他們的成績沒有提高。
Meanwhile, those with a growth mindset started out a little better, and then kept improving.
與此同時，那些成長型心態的人開始的時候稍微好一點，然后持續改善。
Then again, more recent papers have painted a less clear picture about if mindset really matters at all.
然而，最近的一些論文對心態是否真的重要的問題卻敘述得不那么清楚。
In a more recent meta-analysis, researchers looked for studies that measured both students' mindsets,
在最近的一項元分析中，研究人員測量了兩名學生的心態，
and reported some academic outcome, like standardized tests or GPA.
取得了一些學術成果，比如標準化考試（或GPA）。
They found that, over 129 studies, the two things were related, but pretty weakly.
129項研究發現，這兩件事是相關的，但關系不大。
In other words, mindset did make some difference, but there were probably lots of other things more important to kids' grades.
換句話說，心態確實起了一些作用，但對孩子的成績來說，可能還有很多其他更重要的東西。
This was supported by the fact that some studies trying to change people from a fixed to growth mindset didn't seem to improve academic achievement compare to controls.
一個事實支持這一結論：與對照組相比，一些試圖讓人們從固定型心態轉變為成長型心態的研究似乎并沒有提高學術成就。
Admittedly, this could be because the students' mindsets didn't actually change after a few days in the classroom.
誠然，這可能是因為學生們在課堂上呆了幾天后，他們的心態并沒有真正改變。
But it could also be because your mindset isn't everything.
但也可能是因為心態不能決定一切。
So if you think of yourself as smart, and if people have praised you for that throughout your life, that's okay.
所以，如果你認為自己很聰明，如果人們一直這樣稱贊你，那沒關系。
It doesn't determine your future.
這并不會決定你的未來。
But if you feel like being the smart kid means there's a lot of pressure to get good grades and never make any mistakes,
但是，如果你覺得做一個聰明的孩子意味著你要面臨很大的壓力去取得好成績，并且從不犯錯，
it's probably also okay to step outside your comfort zone and try some new things.
走出你的舒適區，嘗試一些新事物可能也不失為一種好方法。
Everybody fails sometimes, and that's alright.
每個人都有失敗的時候，沒關系的。
Thanks for watching this episode of SciShow Psych, and special thanks to our patrons on Patreon!
感謝收看本集心理科學秀，特別感謝Patreon對本節目的支持!
We couldn't make SciShow without you and appreciate everything you do.
沒有你我們就無法制作出這樣的劇集感謝你所做的一切。
If you'd like to help us keep making free, online psychology videos, you can go to patreon.com/scishow.
如果你想幫助我們制作免費的在線心理學視頻，可以訪問patreon.com/scishow。
