如何运用成长型思维提升表现与学习能力

欢迎来到Huberman Lab播客，在这里我们探讨科学及基于科学的日常生活工具。我是Andrew Huberman，斯坦福医学院神经生物学和眼科学教授。今天，我们将讨论成长型思维模式。成长型思维是整个心理学领域中最引人入胜且强大的概念之一，它本质上是一种接纳挑战的方式，并以优化表现为目的来思考身体和大脑对挑战的反应。

Welcome to the Huberman Lab Podcast, where we discuss science and science based tools for everyday life. I'm Andrew Huberman, and I'm a professor of neurobiology and ophthalmology at Stanford School of Medicine. Today, we're discussing Growth Mindset. Growth Mindset is one of the most interesting and powerful concepts in all of psychology. Growth Mindset is essentially a way of embracing challenge and thinking about your bodily and brain's response to challenge in a way that allows you to optimize your performance.

成长型思维包含许多要素，我们今天会详细讨论，当然也会探讨如何实践成长型思维。其关键特征之一是培养将自我认同与当前挑战分离的能力。这对许多人来说可能有些意外。例如，我们从小会不时听到诸如我们聪明、有天赋、是优秀运动员或艺术家的评价。我们倾向于认为自己擅长某些甚至许多事情，但研究发现，将个人认同与表现挂钩的赞扬或反馈实际上会损害表现。信不信由你，这对那些在各自领域表现优异的人尤其不利。

Growth mindset consists of many things, which we will discuss today, and of course we will discuss how to implement growth mindset, but some of the key features of growth mindset are developing an ability to distance your identity from the challenge you happen to be embracing. Now that might come as a bit of a surprise to many of you. For instance, we grow up hearing, we hope from time to time, that we are smart, that we are talented, that we are a good athlete, that we are a good artist. You know, we like to think that we are good at something or perhaps many things, but it turns out that the kind of praise or feedback that we receive that attaches our identity to performance can actually undermine our performance. And believe it or not, this is especially problematic for people that perform well in their endeavors.

没错，如果你在学业、体育或音乐方面表现优异，并常被称赞非常聪明、是优秀学生、运动员或音乐家，那么一旦表现不佳，你就会感到巨大损失，因为你的自我认同已与表现紧密绑定。看似矛盾的是，成长型思维正是将认同与表现分离的过程，转而将认同、努力和动机感附着于努力本身，以及享受学习并提升学习能力的过程。今天我们将澄清成长型思维的真伪——它常被不准确地讨论。我们还将探讨另一种'压力增效'思维，研究表明当它与成长型思维协同作用时，能显著提升任何领域的表现。本期将回顾该领域奠基人Carol Dweck的经典研究，以及David Yeager、Ali Crum等学者关于如何将这两种思维应用于儿童成人课内外生活的新发现。

That's right, if you are somebody who performs well in school or athletics or music, and you are told that you are very smart, that you're an excellent student, that you're an excellent athlete, or that you're an excellent musician, you have much to lose if you at any moment do not perform well, and that's because your identity has been integrated with your performance. Somewhat counterintuitively, growth mindset is the process of distancing your identity from performance and rather attaching your identity and your efforts and your sense of motivation to effort itself and to the process of enjoying learning and getting better at learning anything. So today we are going to discuss what growth mindset is and what it isn't because it's often discussed in terms that frankly are not accurate to the science. We will also talk about another mindset, which is the stress is enhancing mindset that it turns out can act synergistically with growth mindset, such that when you combine growth mindset with the stress is enhancing mindset, you and anyone, it's been shown, can vastly improve your performance in essentially anything. So today's discussion will of course explore the classic work of Carol Dweck, who was really the founder of the growth mindset field, as well as some of the newer research from people like David Yeager, Ali Crum and others who have explored how growth mindset and stresses enhancing mindsets can be applied both in and out of the classroom in children and adults, and really in people of all backgrounds.

通过本期节目，你将深入理解相关科学原理，并获得适用于任何生活场景的实用工具。开始前我要强调，本播客独立于我在斯坦福的教学研究工作，但符合我向公众免费传播科学知识的初衷。秉承这一理念，感谢本期赞助商：首先是Element电解质饮料。

By the end of today's episode, you will have a rich understanding of the science as well as many tools that you can apply in everyday life in essentially any endeavor. Before we begin, I'd like to emphasize that this podcast is separate from my teaching and research roles at Stanford. It is however, part of my desire and effort to bring zero cost to consumer information about science and science related tools to the general public. In keeping with that theme, I'd like to thank the sponsors of today's podcast. Our first sponsor is Element.

Element是一款只含必需成分（钠镁钾电解质按科学配比）的无糖电解质饮品。适度补水对身心机能至关重要——轻微脱水就会影响认知与体能表现，电解质补充同样关键。

Element is an electrolyte drink that has everything you need, but nothing you don't. That means the electrolytes, sodium, magnesium, and potassium, all in the correct ratios, but no sugar. Proper hydration is critical for optimal brain and body function. Even a slight degree of dehydration can diminish cognitive and physical performance. It's also important that you get adequate electrolytes.

钠镁钾电解质对所有细胞（尤其是神经元）功能至关重要。将Element溶于水能轻松实现水电解质平衡。我个人习惯晨起后将一包Element加入16-32盎司水中作为第一杯饮品，运动时也会饮用。该产品提供多种美味口味选择。

The electrolytes, sodium, magnesium, and potassium are vital for the functioning of all the cells in your body, especially your neurons or your nerve cells. Drinking Element dissolved in water makes it extremely easy to ensure that you're getting adequate hydration and adequate electrolytes. To make sure that I'm getting proper amounts of hydration and electrolytes, I dissolve one packet of Element in about 16 to 32 ounces of water when I wake up in the morning, and I drink that basically first thing in the morning. I also drink Element dissolved in water during any kind of physical exercise that I'm doing. They have a bunch of different great tasting flavors of Element.

包括西瓜、柑橘等风味——说实话我都喜欢。听众可访问drinkelement.com/hubermanlab，购买任意产品即可获赠免费试饮装。再次提醒：drinkelement.com/hubermanlab领取试饮装。本期节目也由冥想应用Waking Up赞助播出。

They have watermelon, citrus, etcetera. Frankly, I love them all. If you'd like to try Element, you can go to drinkelement.comhubermanlab to claim a free Element sample pack with the purchase of any Element drink mix. Again, that's drinkelement.com/hubermanlab to claim a free sample pack. Today's episode is also brought to us by Waking Up.

Waking Up是一款包含数百个冥想课程、正念训练、瑜伽休息术及NSDR（非睡眠深度休息）方案的APP。虽然我从青少年时期就开始常规冥想，十年前接触瑜伽休息术，但几年前因父亲推荐开始使用这款应用——它提供时长可选、类型多样的冥想指导，能帮助进入不同身心状态，我个人也发现它非常实用。

Waking Up is a meditation app that includes hundreds of meditation programs, mindfulness trainings, yoga nidra sessions, and NSDR, non sleep deep rest protocols. I started using the Waking Up app a few years ago because even though I've been doing regular meditation since my teens and I started doing Yoga Nidra about a decade ago, my dad mentioned to me that he had found an app, turned out to be the Waking Up app, which could teach you meditations of different durations and that had a lot of different types of meditations to place the brain and body into different states and that he liked it very much. So I gave the Waking Up app a try and I too found it to be extremely useful because sometimes I only have a few minutes to meditate, other times I have longer to meditate. And indeed, I love the fact that I can explore different types of meditation to bring about different levels of understanding about consciousness, but also to place my brain and body into lots of different kinds of states depending on which meditation I do. I also love that the Waking Up app has lots of different types of Yoga Nidra sessions.

瑜伽休息术是一种保持身体静止但意识清醒的独特练习，与多数冥想形式不同。科学研究表明，仅需十分钟的瑜伽休息术或类似NSDR练习就能显著恢复认知与体能。听众可通过wakingup.com/huberman获取30天免费试用。

For those of you who don't know, Yoga Nidra is a process of lying very still, but keeping an active mind. It's very different than most meditations. And there's excellent scientific data to show that Yoga Nidra and something similar to it called non sleep deep rest or NSDR can greatly restore levels of cognitive and physical energy even with just a short ten minute session. If you'd like to try the Waking Up app, you can go to wakingup.com/huberman and access a free thirty day trial. Again, that's wakingup.com/huberman to access a free thirty day trial.

现在让我们聚焦成长型思维。顾名思义，这种思维认为能力是可塑的而非固定的，我们能够持续进步。其核心理念是大脑具有可塑性——即神经系统能根据经验产生适应性改变。

Let's talk about growth mindset. 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 nervous system's ability to change in response to experience.

关于神经可塑性，我已经做过好几期节目，这个话题本身就很丰富。简而言之，神经可塑性即大脑的改变能力，可以贯穿人的一生。从出生到25岁左右，这种能力尤为显著，神经可塑性几乎是默认进程。我们的大脑被日常经验塑造着，但即便过了25岁，甚至到90多岁，研究表明只要我们愿意，大脑仍能改变。当然，它可能因受伤或疾病等向坏的方向变化，但也能通过专注的学习向好的方向转变。

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 25. Neuroplasticity is sort of the default process. Our brain is being shaped by our everyday experiences, but certainly from age 25 and onward and certainly well into people's 90s even it's been shown, the brain can change if we want it to. 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.

我们可以学习新语言、艺术、音乐，可以变得更聪明，几乎能在任何领域进步——只要我们投入注意力去学习。因此任何关于成长型思维的讨论，其实都隐含了对神经可塑性的探讨。不过今天我们不重点讨论神经可塑性的神经回路和化学基础（这些往期节目已涵盖），而是聚焦心理学领域的研究数据——关于如何在儿童和成人的校内校外应用成长型思维。我们还将探讨日常实用工具，这些工具能强化你自身及身边人的成长型思维（教授他人成长型思维，恰是巩固自身思维模式的绝佳方式）。

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 neuroplasticity. 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 as you'll learn later turns out to be an excellent way to reinforce your own growth mindset.

我们会讨论如何在音乐、体育、智力等多元领域应用这些工具。提及成长型思维，必须介绍其创始人——我的同事、斯坦福大学心理学系的卡罗尔·德韦克。今天你将了解她如何发现这一理论，以及后人如何拓展其应用（尤其在教育场景）。但在探讨前，我们需要先定义何为思维模式——尽管多数人自以为明白其含义。

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.

人们常认为思维模式是种心理立场：积极或消极，相信或怀疑某事。但阿里·克拉姆博士（斯坦福心理学教授，研究压力相关思维模式）给出了精确定义：思维模式是‘选择性组织和编码信息的心理框架或透镜’。关键在于‘组织信息’——我们时刻被外界感官信息（视觉、听觉、触觉）和内在感受（饥饱、疲惫、焦虑等）轰炸。

We think, oh, it's kind of a mental stance where we are positive or we are negative or we believe something or we don't believe something, but a mindset actually has a very specific definition. And here I'm referring to the definition provided by Doctor. 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.

（克拉姆博士曾做客本播客，强烈推荐收听那期节目。）她定义思维模式为‘选择性组织和编码信息的心理框架或透镜’。关键在‘组织信息’——我们不断承受外界感官信息（视觉、听觉、触觉）和内在感受（肠胃状态、饥饱、疲劳、焦虑等）的冲击。

She's actually been a guest on this podcast previously, highly recommend you listen to that episode if you haven't already. Doctor. 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.

我们饥饿吗？疲惫吗？焦虑还是平静？等等。

Are we hungry? Are we tired? Are we anxious? Are we calm? Etcetera.

海量信息涌入大脑，思维模式帮助我们筛选——关注某些信息而忽略其他，对某些做出反应而舍弃其他。这不是要把简单概念复杂化，而是阐明思维模式的核心功能：它通过组织信息引导特定行动（或不行动），从而简化世界，让我们能专注关键选择。另一个特点是：思维模式包含完整叙事，而我们往往意识不到这些叙事如何运作。

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.

我们不会时刻审视自己的‘心理框架如何选择性组织信息’。相反，我们依赖与身份认同绑定的故事。以我为例：我不认为自己擅长音乐——不识谱、乐器糟糕，虽爱听音乐但自认是糟糕的音乐者。我已将价值判断附加在音乐关系上。人们常如此，但也能反向操作。

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.

比如我运营实验室近三十年，若问是否精通科学？我会肯定回答——擅长设计实验、撰写论文和基金申请等。我们习惯判断自己擅长或拙于某事，并将此与身份认同整合（程度取决于专业水平或参与深度）。

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've been running a laboratory for a long time, been in science for close to three decades.

我们倾向于认定自己在某些事上的能力高低，并将这些判断深度融入身份——取决于我们是专业还是业余，以及参与活动的频繁程度。

So if you ask me, do I feel proficient at science? I'd say, yeah, I'm proficient at science. I know how to do experiments, set up experiments, write research papers, write grants, etcetera. 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, depending on whether or not we're a professional or amateur, how much we engage in an activity.

关键在于，心态包含了所有这些叙事，而这些叙事往往在我们思考时是可见的，但大多数时候我们在世界中前行——无论是学校、工作、人际关系还是所有努力——却很少仔细思考我们所携带的叙事。成长型心态的美妙之处在于它迫使我们退后一步，问自己一些简单的问题。这些问题你现在就可以问自己。事实上，我强烈建议你这样做。比如，你可以问自己：别人告诉我我真正擅长的是什么？

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?

你还应该问自己：别人告诉我我真正不擅长的是什么？我自己认为我真正擅长的是什么？我自己认为我真正不擅长的是什么？然后第二组问题是：我擅长什么以及为什么？这是我天生的吗？

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?

我是否投入了很多年？意思是说我是否付出了很多努力去学习那件事，或者两者兼有，对吧？然后同样重要的是问自己：为什么我不擅长其他事情？仅仅是因为你从未在这些事情上投入过吗？还是因为你尝试过但早期失败了？

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?

或者也许你尝试了很多年却仍然在那件事上失败，或者你只是没有达到让你想继续追求的精通水平？在问自己这些问题时，你不仅在问自己擅长什么、不擅长什么以及为什么，你还应该思考那些关于擅长或不擅长的信息是从哪里来的。它们是从外部来的吗？比如来自父母、教练、老师，还是尽管有很多正面反馈，你却自己决定不擅长某件事？或者相反，尽管有很多负面反馈说你永远不会擅长某件事或不擅长某件事，你却仍然坚持？

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?

因为确实有这样的人。他们得到的负面反馈越多，就越会坚定地证明自己有能力擅长某件事。所以我建议在我们继续这次对话时，你思考这些问题：我擅长什么？我不擅长什么？

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?

为什么我擅长那些事？为什么我不擅长那些事？并问自己，你的标签——也就是你的身份——在多大程度上与你擅长或不擅长的事情挂钩。我希望你问自己这些问题的原因是，接下来我们将讨论卡罗尔·德韦克博士实验室的一些研究，这些研究实际上是整个成长型心态领域的种子。

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

这与一系列特定的实验有关，这些实验真正表明，我们得到的特定反馈——无论是与我们的身份挂钩的反馈，比如标签，如聪明、伟大的运动员或有天赋——会在短期和长期内引导我们走上一条与基于努力的反馈截然不同的表现道路。基于努力的反馈是指你真的很努力，或者你似乎真的在随着时间的推移因为拒绝放弃而逐渐得到正确答案的条件下投入了自己。这是两种截然不同的反馈。正如你稍后将了解到的，我们得到的反馈类型，尤其是在生命早期或某项努力的早期（这不仅适用于小孩子，也适用于学习新技能或试图扩展现有技能的成年人），这两种截然不同的反馈会被整合到我们对某项努力中可能性的核心信念中。好消息是，我们也可以通过改变给自己的反馈来修改这些核心信念。

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 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 are 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.

我想简要讨论的研究论文完美体现了导致成长型心态发现的跑道，这篇论文来自卡罗尔·德韦克博士和她的同事克劳迪娅·穆勒。论文的标题基本上说明了一切。标题是《对智力的表扬会削弱孩子的动机和表现》，对吧？这应该令人惊讶，对智力的表扬会削弱动机和表现。

The research paper I'd like to discuss briefly that beautifully embodies the runway that led to the discovery of growth mindset is a paper from Doctor. 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.

我原本以为，我想很多人可能也相信，如果你告诉一个孩子或成年人他们真的很擅长某事，并且你是真诚的——意思是他们表现很好，你说“太棒了，你做得很好，你真聪明，你真有天赋”——他们的表现会继续提高，这会增强他们参与该活动的动机，希望他们享受这个活动，但无论如何，只要这是一个安全的活动，是教育性的或其他什么，这会鼓励他们，对吧？孩子会想，我不仅参与了这项活动，还得到了积极的反馈，大概来自我关心的人或我在乎其意见的人，这难道不会提升表现吗？事实上并不会，相反的情况会发生。所以我只给你这项研究的几个关键发现。研究的方式非常有趣。

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.

他们基本上给出了与孩子智力相关的表现反馈，告诉孩子们他们聪明、有天赋、他们可以很容易地学习东西，或者他们非常擅长学习这类东西。他们称之为智力反馈，或者他们给出了所谓的努力反馈。简单理解努力反馈是它更多与动词相关，而不是标签。所以努力反馈包括这样的话：你在那个问题上真的很努力。你投入努力的方式很棒。

They essentially gave feedback about performance that was linked up with a child's intelligence, telling kids 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 called 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.

你坚持的方式很棒。即使得到错误答案时，你仍花十分钟思考并反复尝试的做法非常出色。有些情况下，即便他们没答对，告诉他们‘虽然答案不对，但你能持续尝试真的很棒’也很重要。智力反馈是与身份标签（如聪明、有才华等）挂钩的评价，而努力反馈则关联于儿童为学习或提升所做出的行为与认知选择。这项涵盖百余名儿童的研究中，他们要么接受智力型反馈，要么接受努力型反馈，还有对照组不接受任何特定反馈。

It was great the way that you persisted. It was great the way that even when you got the wrong answer, you spent ten minutes thinking about it and then you try it 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, etcetera, 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 a 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.

随后研究者观察了多种结果。我重点介绍几个发现：首先，接受智力反馈的儿童在面对挑战性题目或已知能表现出色的问题集时，倾向于选择后者。这被称为绩效目标——他们选择能延续‘聪明/有才华’这类既往表扬的题目。

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 were what were referred to as performance goals. In 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.

而接受努力反馈的儿童面对难易选项时，大多选择能学到更多的难题。这很惊人——它表明若夸孩子聪明是其表现好的原因，遇到挑战时他们会选择最小难度以维持表扬；若因努力受表扬，则倾向于选择能施展所获赞扬的努力环境。两者本质上都执着于表扬，但导向不同行为模式。

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, etcetera, 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?

某种程度上，我们希望孩子享受活动并获益。但两种情况下，表扬都强化了特定行为模式：智力反馈让孩子执着于‘被夸聪明’，而非强化获得表扬的具体行为；反之亦然——努力反馈使孩子持续选择需要付出努力的情境。

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 smart or 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.

当孩子听到‘你真的很努力’‘我喜欢你的坚持’这类评价时，面对新挑战会竭力保持挑战状态。结果毫无悬念：受努力激励并持续选择难题的孩子，表现远超接受智力表扬的孩子。这说明了什么？

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?

这说明外界叙事会强化特定行为模式。对家长和教师而言，必须谨慎给予涉及孩子身份认同的反馈——尤其当他们某方面表现优异时。当然，孩子表现不佳时也不该斥其愚笨或无能。

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?

这类情况在课堂或运动场上应属罕见。更常见的是：当孩子或成人表现优异时，我们倾向于用身份标签来强化欣赏的行为。研究还考察了这些孩子在认知任务中的实际表现——数据极其有趣。

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, were the actual raw performance on cognitive problems. And these data, must say, are just so interesting.

所有孩子初始完成相同题集时表现基本一致。随后分组给予智力表扬（‘你真聪明’）或努力表扬（‘你非常坚持’）。之后再次测试发现：初始正确率相同的对照组保持原水平；智力表扬组表现显著下降；努力表扬组则显著提升。

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, were 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.

首次测试所有孩子都有答错题，存在进步空间。对照组保持原正确率（如首次75%正确率维持不变）；智力表扬组表现大幅下滑；努力表扬组则显著提高。这种双向效应极具启示性——智力表扬损害表现，努力表扬提升表现。

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 performed more or less the same way as they did before. So if they were getting 75% of the answers right the first time, they got 75% of the answers right the second time, 25% wrong in both cases.

这对家长、教师及自我反馈都具有指导意义：奖励努力才是提升表现的最佳方式。基于身份标签的奖励（如‘聪明’‘天才运动员’等）及自我肯定行为实际上会损害表现——研究数据明确证实了这一点。

The kids that were in the intelligence praise group, the you're so smart, you're so talented praise group, their performance went down significantly. Whereas the kids that were in the effort praise group, their performance increased significantly, okay? So this is a bidirectional effect where giving intelligence praise reduces performance and giving effort praise improves performance, which is absolutely striking and tells you everything you need to know, which is if you're a parent, you're a teacher, and of course, as we all give ourselves feedback, rewarding yourself for effort is the best way to improve performance. Rewarding yourself based on identity labels, so smart, so talented, you're a great athlete, etcetera, all that stare in the mirror and do self affirmation stuff can actually undermine performance. And in fact, it does undermine performance.

它可能不会立即见效，但最终会的。稍后我会解释原因。这项研究还探讨了我必须提及的另一个概念——持久性。记得我之前说过，受到智力表扬的孩子倾向于选择更简单的问题，而受到努力表扬的孩子则倾向于选择更难的问题。事实证明，受到智力表扬的孩子总体上尝试的问题也更少。

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.

他们倾向于限制自己参与的挑战总数，而那些受到努力表扬的孩子——‘你那么努力’、‘你真坚定’、‘即使答错也坚持的样子令人印象深刻’——这些孩子不仅选择了更难的挑战，表现更好，还接受了更多挑战。这些数据清楚地表明，努力表扬才是正确方向。虽然许多人听过‘不要奖励人，要奖励努力’的说法（我称之为‘奖励动词’），但在日常生活中，我们很少真正听到对努力的赞扬。相反，智力或天赋表扬却随处可见。比如孩子带回家奖杯时，我们会说‘你是个了不起的运动员’，对吧？

They tended to limit the total number of challenges that they engaged in, whereas the kids that got the effort praise, you that 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 make clear that the effort praise is the way to go. Now, 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?

孩子拿着优秀成绩单回家，我们说‘你真聪明，恭喜’；他们在自己的小世界取得胜利时，我们倾向于给他们贴标签，因为我们希望这些标签能被内化，让他们开始视自己为赢家。我们会说‘你能做到任何事，你是赢家’。当然，你不会想对孩子、自己或其他成年人说‘你是个失败者’，对吧？我们绝不该那么做。

A kid comes home with a great report card, 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.

你不想以那种方式破坏表现。但这项研究及大量类似论文明确指出，我们在给予和接受表扬时存在巨大的心理盲区——真正有效的表扬应当聚焦于那些带来成果的具体努力，这些表扬才会随时间推移催生更好的结果。这篇论文极其重要，是心理学、动机、学习和表现领域的里程碑，因此我在此详细讨论。

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, performance. And that's why I'm discussing it in such detail here.

但论文还包含一个我认为所有人都该知道的发现：受到智力表扬的孩子倾向于在后续任务中虚报成绩。什么意思呢？研究中，孩子们完成任务后，要么得到智力表扬（‘你真聪明’、‘你真有天赋’），要么得到努力表扬（‘你很努力’、‘你很坚持’）。随后他们进行其他任务，并向其他孩子汇报结果。

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.

他们发现，受到智力表扬的孩子在需要汇报分数时——无论是走到黑板前标记成绩、告诉同学分数，还是悄悄写下不公开对比的分数——往往会撒谎。如你所料，他们会夸大实际表现。这是智力表扬鲜为人知的阴暗面：即使你听说过‘夸人聪明会削弱表现’，但很少有人知道这还会增加未来虚报成绩的概率——无论过去表现好坏。想象一下，被夸聪明的孩子若突然表现不佳，可能会稍微调高分数。

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

我们不希望任何人这样做，但能理解孩子为维护自尊可能如此。但研究发现，有些孩子原本表现很好（虽非满分但属顶尖），若受到智力表扬，仍更可能谎报成绩；而受到努力表扬的孩子则如实汇报。

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 a 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.

如前所述，受努力表扬的孩子表现优于其他人。为说明这项研究的重要性：论文发表于1998年，而1996年的家长调查显示，85%的人认为智力是固定的——他们相信大脑像固定容量的容器，学校教育只是填装与揭示先天智力。如今通过神经可塑性研究，我们已明白智力并非固定。

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 this 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 eighty five 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 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.

但在1998年研究进行时，多数人坚信智力不可提升。这些结果深刻揭示：即使表现良好，获得的反馈类型也可能损害未来表现；而努力型反馈（‘你很努力’、‘你很坚持’）则能真正提升能力。观察任何智力测试（从标准IQ测试到情商测试），很明显任何人都能通过专注努力提升分数及各项智力维度——因为智力本就多元。这篇论文极具前瞻性，为成长型思维领域奠定了基础。

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 a standard IQ test, or go way out onto the other end of the continuum in terms of intelligence testing, 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, 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.

现在我想转向更深层的问题：为何不同类型的表扬会削弱或增强表现？理解其中机制后，你就能掌握一套简单的叙事工具——无论是自我对话还是指导孩子学习，都能大幅提升学习能力。不过在继续之前，我知道许多听众关注具体工具。早前我让大家思考过：你擅长什么？别人夸过你什么？

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?

你是如何擅长那些事情的？我也鼓励你思考别人说你不行或不太擅长的事情，以及你自认为不擅长的事情，以及你是如何得出这个结论的。现在，请自问：当你做自认为擅长之事时，内心通常如何叙述？而当你做不擅长之事（或仅仅想到要做这些事）时，内心的典型对话又是怎样的？一个非常有效的工具（即使在脑海中运用）就是开始将你的叙述从‘擅长某事/不擅长某事’这类表现型标签——公平地说，这只是我为讨论清晰而使用的术语——转向与努力相关的叙述。

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.

以我自己为例。我相当擅长学习和记忆认知类信息，但在演奏音乐方面却糟糕透顶。事实上，简直一塌糊涂。如果退一步看这两句话，我可以采用智力型赞美叙述告诉自己：‘看，我记忆力超群对吧？’

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?

这是典型的智力赞美型叙述。但也可以选择真相：我习惯以多种形式反复处理信息——听、读、写、标注、白板记录、脑中复述、多场景思考、向他人讲解。正是这些行为让我对特定信息形成良好记忆，至今仍在用这种方式扩充我的大脑信息库。

That's a 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.

并非因为我有所谓的‘惊人记忆力’，而是我通过特定行为过程构建了这种记忆。再看负面陈述：‘我在音乐上毫无天分’（这很客观）。我可以直接认定‘我就是个音痴，毫无乐感’——

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.

‘我完全没有音乐才能’——这些都是智力型标签。但若观察行为事实：我从未真正花时间学习乐器，

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 instrument.

早期就遭遇失败（至少自我感觉未达预期），于是放弃练习。隔壁狗都被我吓得嚎叫（真事），所以彻底停止。我中断了努力过程。透过这个视角，确实，我是个糟糕的音乐人，但这是因为我从未持续投入能改变现状的行为和努力。请注意，这个练习目的不是让你为擅长之事沾沾自喜，也不是要你为不擅长之事开脱责任（尽管后者也有益），

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 howl, 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.

我让你们自问这些问题，是因为它们能揭示真正的提升工具及其运用方式——既能在想进步的领域变强，更能避免在自认擅长的领域退步（这点极其重要）。因为当我们给擅长之事贴上表现标签（比如我自诩‘记忆力好’），就会将这种自我认知内化。问题是：当持有‘擅长某事’标签的人遭遇失误或低谷时，会发生什么？若你的身份认同建立在某方面的优异表现上，一旦表现下滑，你的自我价值感也会随之崩塌。

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.

但若用努力行为来解释擅长/不擅长的原因，就永远存在进步空间。为什么？因为努力是动词，是你能掌控的内在过程。在一个情境中做到的努力，完全可以复制到其他领域。而能力标签（比如‘记忆力好’）不会自动让你成为优秀音乐人——至少对我是如此。关键在于：当你反复审视那些助你持续精进的努力过程时，

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.

即使在（或特别是）结果不如意时，这些过程——大量练习、重复、分析错误原因——都能跨领域应用。当我们用‘努力’‘坚持’‘大量练习’‘错误分析’‘复盘’这些动词视角看待成败时，你谈论的才是自我核心——这是你的底层操作系统，是随时可调用的大脑神经机制。

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 any time.

现在插播感谢赞助商Athletic Greens（现名AG1）。这款维生素矿物质益生菌饮品满足基础营养需求。我从2012年服用至今，很高兴他们赞助本播客。我坚持每日1-2次AG1，主要是为获取肠道所需的益生菌。肠道健康至关重要——其中的微生物群与大脑、免疫系统及全身生物系统互动，深刻影响着我们的即时与长期健康。

I'd like to take quick break and acknowledge one of our sponsors, Athletic Greens. Athletic Greens, now called AG1, is a vitamin mineral probiotic drink that covers all of your foundational nutritional needs. I've been taking Athletic Greens since 2012, so I'm delighted that they're sponsoring the podcast. The reason I started taking Athletic Greens and the reason I still take Athletic Greens once or usually twice a day is that it gets me the probiotics that I need for gut health. Our gut is very important, it's populated by gut microbiota that communicate with the brain, the immune system, and basically all the biological systems of our body to strongly impact our immediate and long term health.

Athletic Greens中的益生菌对微生物群健康至关重要且效果最佳。此外，Athletic Greens还含有多种适应原、维生素和矿物质，确保我基础营养需求得到满足，而且口感极佳。如果你想尝试Athletic Greens，可以访问athleticgreens.com/huberman，他们将赠送五份便携装，让你在路上、车里、飞机上等场合轻松冲泡。同时还会赠送一年份的维生素D3K2。重申一次，访问athleticgreens.com/huberman即可获得五份免费便携装和一年份的维生素D3K2。

And those probiotics in Athletic Greens are optimal and vital for microbiota health. In addition, Athletic Greens contains a number of adaptogens, vitamins, and minerals that make sure that all of my foundational nutritional needs are met and it tastes great. If you'd like to try Athletic Greens, you can go to athleticgreens.com/huberman, and they'll give you five free travel packs that make it really easy to mix up Athletic Greens while you're on the road, in the car, on the plane, etcetera. And they'll give you a year's supply of vitamin D3K2. Again, that's athleticgreens.com/huberman to get the five free travel packs and the year's supply of vitamin D3K2.

好的，刚才我一直在谈论认知或心理过程。核心结论是：智力标签和身份标签会削弱表现。值得一提的是——这点我之前忘了说——无论这些'高绩效者''聪明''有天赋'等标签是在任务/比赛/考试前后获得的，都会产生负面影响。这意味着，如果在某人开始前说'你是个优秀运动员''你真聪明''这次考试你肯定很棒'，会降低其表现；或者他们在考试后——无论成绩公布前后——比如得了A+、完美发挥时，你说'你太聪明了''你真有天赋'，同样会削弱他们下次考试的表现。

Okay, so I've been talking about cognitive or psychological processes. And the basic take home is that labels of intelligence, labels of identity undermine performance. 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, etcetera, 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 their performance on the next exam.

这些结果的显著性可见一斑。而且它们在不同学生和成人群体中被反复验证。反过来，强调努力的标签对提升表现的效果同样惊人。幸运的是，基于努力的赞扬也遵循相同规律。如果在孩子或成人参加竞赛/考试/备考前，你说：'我知道你是个非常专注的人，你坚持到底，擅长应对难题，遇到困难会迎难而上战胜挑战'——

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.

若在孩子或成人面临挑战前这样做，他们会表现得更好。如果在考试/表演/练习后，针对实际付出说：'你真的很努力。我喜欢你即使被踢到小腿一瘸一拐受伤仍坚持比赛的样子'，或'当其他人都睡了你还继续学习'（顺便说一句，我确实鼓励人们保证睡眠，但有时熬夜学习的人——只要睡眠充足——就是在争取额外时间，对吧？我大学时可能就是或试图成为那种人）。如果在努力后给予这种反馈，你也在塑造这个孩子或成人的大脑思维模式，使其在未来付出更多努力。

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 got kicked in the shin and you're limping along there and you're hurt, you continued to play, or even when everyone else went to sleep and you 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 late is studying, provided they get enough sleep, they're getting the extra hours in, right? I might've 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.

因此很明确：赞扬时机是在努力或表现前后并不重要。事前给予身份表扬，表现下降；事后给予身份表扬，后续表现下降。事前给予努力表扬，表现提升；事后给予努力表扬，表现提升。

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.

我知道我听起来像张坏掉的唱片，虽然我们常听说'成长型思维''正确表扬方式'，但很少被告知何时给予表扬。简而言之：时机不重要。事实上，我们应该始终致力于给予他人和自己与真实努力相匹配的表扬。这里'匹配'一词很关键——我不是说要对考试敷衍了事的孩子，或足球场上磨洋工的孩子说'嘿，你真努力'，尽管他们并没有。

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, 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.

我们都知道何时被欺骗或自欺。但这应该给你掌控感而非失控感，因为努力终究是我们能控制的。实际上，每当我听到'控制你能控制的'这种说法就有点反感和烦躁，因为人们说'专注可控之事'时从未明确指代什么。我们真正能控制的是什么？就是坚持程度和努力程度。

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.

当然，我们处境各异，某些情况下坚持和努力对某些人确实更难。但归根结底，在生命终点时，你真正能控制的只有注意力投向和努力方向。这两者是你和神经系统的固有属性。没人能替我们努力，没人能替我们分配注意力。外物或他人可能试图转移我们的注意力和努力，但内在动机驱动的注意力和努力——顾名思义——直接源于我们自身。

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.

显然，文献中有组惊人结果。再次向Carol Dweck及其同事致敬，正是他们的发现最终催生了'成长型思维'概念，也是我们讨论的核心。Dweck团队上世纪90年代末的这项开创性研究彻底改变了我们对教育、学习乃至神经可塑性的认知。

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.

但它没有解答'为什么'——为什么努力表扬能提升表现，而智力表扬、身份表扬会削弱表现？答案在于人们如何应对错误和负面反馈。有项精妙研究从大脑机制层面探讨了这个问题：当持有不同思维模式的人——或是相信通过努力能进步的'成长型思维'，或是认为表现不佳就代表能力不足的'固定型思维'——其大脑内部究竟发生了什么变化？

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.

我所提及的这项研究，第一作者是曼格尔斯，通讯作者毫不意外是卡罗尔·德韦克，论文标题为《为何关于智力的信念会影响学习成效？社会认知神经科学模型》。我不会深入探讨研究的所有细节，但该研究使用了称为事件相关电位（ERPs）的技术。事件相关电位是通过在头骨上佩戴布满电极的帽子来测量的，这些电极并不穿透头骨，而是捕捉与大脑活动变化相关的电信号。

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 go into all the details of this study, but this 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.

ERPs的优势在于其非侵入性。甚至可以对婴儿使用，无需切开颅骨，也无需像植入脑内电极那样移除皮肤——那本质上属于神经外科手术。它也不像功能性磁共振成像那样具有干扰性，后者需要躺进管道中保持一小时以上的绝对静止。

Now, 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 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 put into a tube and you have to lie motionless for an hour or more.

我最近刚体验过MRI检查（非临床需求，仅是诊断扫描）。现在虽然允许在里面看网飞节目，但仍需保持纹丝不动。这对许多人来说很困难，但必要时总能做到。而ERPs就优越得多——受试者只需戴上这个布满导线、看起来滑稽的电极帽，就能获得相当可靠的全局脑活动数据。

Actually was in a 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.

虽然无法精确定位细微结构或探测深部脑区活动（这是ERPs的主要局限），但能观测全脑活动的整体变化。另一优势是受试者可以执行多种任务并自由移动，而MRI检测时你被困在狭窄管道里几乎无法动弹。该研究中，受试者戴着这种类似连帽衫、伸出无数导线的装置。

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, that 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, it looks like a kind of like a hoodie with a bunch of wires coming out of it.

研究人员让他们参与游戏：回答各类冷知识问题，比如「澳大利亚首都是哪里？」（澳洲人禁止作答，其他人请尝试）。随后——这里我转述一下——受试者需评估自己对答案准确性的信心程度。

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 are not allowed to answer that question, but everyone else should try. And then here I'm paraphrasing, people indicated their confidence in how accurate they were with the response.

具体流程是：提问「澳大利亚首都是哪里？」→受试者作答→用1-10分评估答案正确信心→给予双重反馈：先是单纯的正误判定，再提供正确答案。这个精巧的实验设计能让研究者对比「解题时的思维过程」与「答案确信度」之间的关系。

Okay, so they asked 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 10 that you got the answer correct? And then they were given two pieces of feedback and the first piece of feedback provided information only about their response accuracy, 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?

想象一下：若你问我「你叫什么名字？」我回答「安德鲁」，这时我对名字正确性的信心当然是100%（说75%是开玩笑）。但前几天物理课提到的「右手定则」——听众不必深究，就是右手伸出食指、中指和拇指时，分别对应磁场方向、电流方向和作用力方向——我虽记得磁场是中指方向，但信心只有50%，毕竟很久没复习了。

You could imagine that if someone was really confident, like if you asked me, what's your name? And I say, Andrew, what's my confidence that my name is Andrew? 75%, just kidding, 100%, 100%. Whereas if you asked me, I was confronted with 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 magnetic field is the middle finger, that's the vector of the middle finger.

当人们在脑活动监测下回答这类问题时，我们能获取丰富信息：准确性、信心值、不确定性程度，并可与不同的脑活动模式相关联。该研究将受试者分为两组——

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 it, 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 this study.

一组持有「智力固定观」，认为智力基本恒定；另一组持「成长型思维」，相信通过努力智力可塑、人人都能学习新知（包括他们自身）。你或许认为这两组人在核磁成像中应对正误时的脑活动模式不会有差异，但事实恰恰相反。

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 wave form of activity.

在ERP实验中，有种被称为P3波的特定活动波形（名称不重要），它出现在受试者被告知错误时。这个与「错误信号」相关的小波动，在固定思维组中比成长思维组更强烈。特别有趣的是，该活动正位于大脑前扣带回皮层（ACC）上方区域。

The name isn't really important, but 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'd gotten something wrong. So the P3 wave, it's just a little blip in neural activity in the brain correlated with when people were told, Nope, you got that one wrong. 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.

前扣带回皮层是大脑中参与多种功能的结构，但其主要功能之一是位于前部（我们称为吻侧或前部ACC）的区域活动往往与情绪反应相关。它倾向于与我们的内在感知（即所谓的内感受）相关联，而在背侧ACC（即ACC顶部）的活动则更常与认知信息和认知评估相关。这意味着该结构具有多种功能，但其内部有一小块区域更倾向于与我们对事物的情绪或躯体反应相关，另一区域则更与我们的思维、认知相关。最有趣的是，在固定型思维模式的群体中，当他们被告知犯错时，吻侧或前部ACC的信号往往更强，表明他们对此有更大的情绪反应，至少神经活动暗示了这一点。而成长型思维模式的人在面对错误时，其大脑中的错误信号往往集中在或甚至转向与认知评估相关的区域。

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

因此，这项研究以及其他使用功能磁共振成像观察类似任务的研究得出结论：当拥有成长型思维模式的人被告知犯错时，他们不会仅仅将其视为躯体或情绪反应，而是倾向于进行评估。他们会将注意力资源导向试图理解错误及其原因。我认为这对于理解固定型思维与成长型思维的区别至关重要。或许你见过那些对比列表——固定型思维与成长型思维的对照。固定型思维表现为试图显得聪明、不太关注努力、对挫折的反应是放弃，学业及其他表现往往较差。

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, 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.

而在成长型思维中，目标往往是学习，更重视努力，对挫折的反应是更加努力，表现也更出色。我并非轻视这些列表，它们很重要，因为它们帮助我们整理信息并区分固定型与成长型思维，但它们并未解释为何关注努力和付出更多努力会转化为更高表现。例如，你可以想象一个相反的场景：如果你的身份完全依赖于高表现，你可能会比任何人都更拼命工作，对吧？

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

这似乎也是一个合乎逻辑的结论，但实际情况并非如此。只有当你的身份与持续努力的能力感绑定，尤其是在收到犯错或表现不佳的信号时，才会与更高的表现相关联。ERP研究告诉我们，这可能是因为成长型思维的人在被告知“你错了”时如何集中注意力，或者当他们自以为正确时——比如给出答案后被问及信心水平（90%、99%甚至100%）却被告知错误时。

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 your sense of ability to engage in ongoing effort, especially when you receive signals that you're getting things wrong or not performing well, that is tied to elevated performance. And the study using ERPs tells us that's likely to be the case because of how people who have a growth mindset focus their attention when they're told, Nope, you got that wrong. Or when people think they got something right, right? They give an answer and they say, What's your confidence level?

固定型思维的人会聚焦于情绪反应，更多脑资源用于“我错了，我以为对了”；而成长型思维的人则会思考：“等等，那正确答案是什么？我怎么会错？”他们会想：“我要弄明白。”听到这里，你可能在想：“糟糕，我就是那种一犯错就本能失望的人。”幸运的是，这不仅仅关乎被告知错误后100毫秒到5秒的反应。你可以从固定型思维转向成长型思维反应，这实际上是我们都需要学习的重要工具。

And they say, 90%, maybe 99%, maybe even 100%. And they say, 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, than 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?

我们都会在某些事情上陷入固定型思维，尤其是当我们犯错并伴随尴尬或羞耻时（这种情况常发生在我们自以为绝对正确时），固定型思维会劫持我们的情绪反应。但大量数据表明，在这些时刻，如果我们能退后一步思考错误及其成因，并投入注意力资源，这一过程会随时间强化，最终以成长型思维压倒固定型思维。我们很难控制感受，但如前所述，我们能控制努力和注意力。

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. Well, fortunately, this is not just about that one hundred 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.

因此，将注意力集中在错误原因并深入分析，就是成长型思维的实践。你会发现，当我们讨论成长型思维的机制基础时，较少涉及心理学术语，如自我保护或身份认同。这些固然重要，但问题是：当面对不如意的结果（如学业、工作、运动或人际关系中的挫折）时，我们虽试图抛开自我或淡化身份关联，却极其困难。

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, 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 to start devoting my attentional resources to that process, that process itself can be built up over time such that we start to outweigh the fixed mindset with growth mindset simply by devoting our attentional resources to the error, acknowledging it happened, maybe feeling something about it, maybe not. It's really hard to control our feelings. What we can control, as I mentioned before, is our effort and our attention.

这种困难源于“放下自我”或“别太在意”等建议虽是美好愿景，却缺乏可操作的即时解离方法。就像与Robin Cartard Harris讨论的“自我消解”过程，但那些并非针对实时挑战。面对不理想的结果时，你无法也不应期望自己能立刻抽身说“我不会为错误懊恼”——对不如意结果感到沮丧完全合理。然而，一旦理解哪些机制能挽救表现（即从更认知、较少情绪的角度分析错误），你就能开始行动。

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, etcetera, we hear these messages and we try to, for instance, set our ego aside or not attach our identity so much to what is happening, but it's really, really hard.

因为压制情绪反应很难，但我们常能同步增强对事物的注意力或认知反应，从而削弱部分情绪影响。这种做法虽艰难，但人们总希望知道付出是否值得。我刚回顾的研究及接下来的内容都表明：建立一种专注于努力、从认知角度分析错误并理解其根源的实践能力，正是构筑成长型思维的基石。

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 Cartard 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?

因为抑制对某事的情绪反应非常困难，但我们往往可以同时增强对它的注意力或认知反应。这样做时，我们某种程度上能削弱部分情绪反应。这种行为虽艰难，但人们通常希望确认这种艰难努力是否有效、是否服务于某个目标。我刚刚回顾的研究以及接下来要讨论的内容都指向一个事实：建立一种专注于自身努力、从认知角度审视错误并深入理解其成因的实践能力，是培养成长型思维的基础与核心。

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.

然而，这确实要求我们不仅仅告诉自己专注于努力、错误以及分析这些错误，还需要一个额外的部分，这就是我们现在要讨论的内容。好了，到现在为止，我想我们都理解了成长型思维是什么，以及它与固定型思维的区别。然而，仅仅理解成长型思维是什么、有实施它的愿望以及对如何实施有一点理解，结果证明是必要的，但并不足够。我们需要完成的还有一个额外的部分。好消息是，如果我们退一步看，真正理解成长型思维实际上是将动机与认知联系起来的一种方式，那么这个额外的部分就非常容易理解了。

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. Okay, 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 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.

它是将我们称之为动机的东西——当然是我们都想要的——我们所有人都想有动力，我们都想被努力驱动，等等。然后我们拿动机并将其与一组我们可以控制的特定思想或思维过程联系起来。这与仅仅将动机视为一种情感或内在的动机状态有着天壤之别。

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, etcetera. 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.

事实上，这就是大多数人，包括我自己在内，默认的做法——我们想要感到有动力。所以幸运的是，我们尝试获得良好的睡眠，这是至关重要的。这对白天的情绪、专注力、警觉性以及由此而来的动机确实有帮助。我们补水、锻炼，甚至可能喝咖啡因来提高我们的警觉性和动机水平。所有这些都很好。

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.

事实上，所有这些都被鼓励，尽管我会说咖啡因部分是可选的，但其他所有那些事情都被鼓励以促进心理健康、身体健康、表现和动机。但成长型思维真正关乎的是，它拿我们称之为动机的东西，然后说，好吧，什么是特定类型的思想？实际上是特定的思想，特定的认知过程，这些将使我们感到更有动力，尤其是在我们觉得某事很难或没有得到想要的结果的情况下。为了掌握这个过程，我们需要拥抱另一种思维模式。没错，为了获得成长型思维，很明显我们需要能够思考错误，我们需要克服错误，我们需要将注意力集中在错误上，我们需要将注意力集中在重新构建我们头脑中发生的事情上，当我们感到没有动力时，等等。

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

从纯粹的心理角度来看，所有这些都非常难以做到，但还有一种额外的思维模式，它与我们对压力和挫折本身的思维模式有关，可以让我们更容易获得成长型思维。这种关于压力的思维模式实际上有一个名字，叫做“压力是增强的思维模式”。有一种非常简单的方法可以提高你的“压力是增强的思维模式”。所以首先我想退一步，感谢在这一领域——我们称之为“压力是增强的思维模式”——做出一些关键基础性发现的人。那就是博士。

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 mindsets. And that's Doctor.

阿莉娅，有时被称为博士。阿里·克拉姆。她是斯坦福大学的心理学终身教授。她还是一名前一级运动员和一名持证临床心理学家。她绝对是个奇才。

Aliyah, sometimes referred to as Doctor. 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.

我向你保证，她在所有这些领域都非常成功，这得益于巨大的努力。除此之外，她还碰巧是一个非常善良和慷慨的人。她之前是这个播客的嘉宾。你可以在节目说明字幕中找到那一集，或者访问hubermanlab.com，简单地搜索“心态”、克拉姆、C R U M。她的个人故事、她的工作以及她提供的工具绝对令人惊叹。

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 tools she offers are absolutely spectacular.

然而，你不需要现在就去看那一集。我现在要讨论一些这些工具，并且要讨论如何使用这些工具可以让你获得成长型思维。然后我要讨论的是，将“压力是增强的思维模式”与成长型思维结合起来，如何在短期和长期内协同作用，进一步改善表现。“压力是增强的思维模式”是许多不同研究的产物，不仅仅是博士。阿里·克拉姆的研究，还有其他人的研究。

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 stresses enhancing mindset with a growth mindset act synergistically to even further improve performance in the short and long run. The stresses enhancing mindset is the outgrowth of many different studies and not just from Doctor. Ali Crum, but from others as well.

但就目前而言，我想集中讨论一篇论文，其中克拉姆博士是第一作者。所以这项工作是在她到达斯坦福之前完成的。这篇论文的标题是《重新思考压力：思维模式在决定压力反应中的作用》。这篇论文的关键结论是，我们对压力的看法影响了我们对压力的反应。

But for the time being, I want to focus on one paper in which Doctor. 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.

事实上，这篇论文说明的是，如果人们甚至只是接受一个关于压力对学习、表现、生理和健康的一些负面后果的简短教程，当他们处于压力环境中时，他们会经历很多压力的负面后果。相反，如果人们被教导关于压力的表现增强方面，那么这些人在面对学习或其他表现类型环境中的压力时，将会体验到表现的增强。所以我们在这里讨论的不是安慰剂效应。我想非常清楚地说明这一点。我们也不是在谈论为了改变人们对压力的反应而对他们撒谎。

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're 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.

我们在此讨论的是两种不同情境。一种情境是人们接触到关于压力如何削弱表现的真实信息，另一种则是人们了解到压力也能提升表现的真实信息。你可能会问，压力既会削弱表现又能提升表现，这怎么可能都是真的？而这正是本文的关键所在——这取决于你对压力的信念。

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 ah, therein lies the key takeaway from this paper. It depends on what you believe about stress.

事实上，概括整个讨论的另一种方式是：你对压力的看法会深刻影响压力反应。这篇题为《重新思考压力：心态在压力反应中的作用》的论文进行了简单的实验操作。他们让一组人听名为《压力的负面影响及规避方法》的讲座，内容包含压力如何降低表现、损害健康活力、影响学习效率、削弱生产力、增加不确定性等——这些信息都是真实的。

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 in 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, etcetera, okay? And all of that information is true.

另一组则听取题为《经历压力提升健康与活力》的讲座——这些信息同样真实。我知道你们有些人仍在困惑：压力怎么可能同时损害又促进健康表现？答案在于两点：一是压力水平及相应释放的激素量，二是压力反应的持续时间。但最关键的是，我们对压力作用的认知理解会决定生理反应走向削弱还是增强的方向。

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.

好，现在我们有个实验情境：人们接收关于压力作用的截然不同的信息。一组是'压力有害'论，另一组是'压力有益'论。论文包含多项实验，我认为其中最有趣的是关于工作表现的研究——包括他们所称的'简单任务'和'困难任务'的表现。当观察那些被告知压力会削弱简单任务表现的组别时...

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 tasks.

对比学习'压力削弱论'前后的表现，你会发现他们变化不大。而那些学习'压力增强论'的人，即便面对不太艰巨的挑战，工作表现也有提升。这说明：通过提供压力能增强表现的真实信息，即使在不太困难、不太紧张的情境下也能提升表现。更惊人的是，在困难任务中对比'压力削弱组'和'压力增强组'时，表现差异极大——前者毫无进步，后者显著提升。

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 experienced 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 stresses 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 learned that stress diminishes performance did not improve at all, whereas the people that learned that stress can enhance performance, enhance their performance significantly.

请注意，他们仅仅是学习了压力能增强表现的知识，随后在任务中就有更好表现。这非常了不起，对吧？他们没有接受额外训练，没有反复练习测试项目，也没有做大量演练——仅仅听了个关于压力增强表现的教程。

Now, 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.

我认为这非常值得关注，因为它表明：我们对压力的认知评估（我们都会在生活中经历压力反应——心率加快、视觉焦点收窄、外周血液转移等）会影响结果。当今流行文化总强调这些机制是为躲避剑齿虎或狮子进化而来。但公平地说，压力反应存在的原因远不止于此——它是人类乃至其他物种共有的机制，用以驱动我们趋利避害。

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 of 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, oh, you know, all of these mechanisms were put into us in order for us to get away from the saber tooth 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 tooth 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, right?

我们需要某种程度的压力反应来应对适应性挑战。没错，千万年前的挑战可能涉及狩猎，但也包含社交挑战——你认为原始人的浪漫互动或育儿过程很轻松吗？当然不。

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, etcetera? Do you think it was easy for them to raise children? No, of course not.

压力反应的存在有多重意义，不仅为躲避捕食者。阿里·克伦等人近二十年的研究发现：压力反应本身无好坏之分，关键取决于你如何解读那些生理信号（如心跳加速、视觉聚焦等）——是将其视为表现助力还是阻力。这项研究证明：仅了解压力可能增强表现这一点，就真能提升表现。我知道你们有人会说：但压力感觉并不好啊？

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

确实，我们常在试图学习、进步或专注时感到压力反而削弱了表现。必须承认这点：此类研究并非宣称压力会变成愉悦体验，也不认为它总能提升表现（虽然本论文证明了这种可能性）。正如我们所知，压力常常会削弱表现——这不是我想传达的核心结论。

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. And 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.

它让我们偏离了想要达成的目标，偏离了想取得的分数，也偏离了所谓‘以理想状态展现自我’的期望，对吧？没人希望在公开演讲这类场合下面临皮肤泛红、汗流浃背、声音颤抖的窘境。没人想要这些。

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.

关键在于理解：认识到压力是身体调动资源的方式会产生双重效果。首先，它能让我们实时调节压力反应；其次，它能让我们明白这种压力反应会提升专注度，使我们能关注出错环节，从而在未来修正错误。回想那项ERP研究——他们测量脑部活动时发现，成长型思维者比固定型思维者更关注错误发生前后的认知过程。这种‘压力增效’思维之所以强大，是因为它将注意力从‘天啊我心率加速、大汗淋漓、声音发抖、感觉糟透了’等躯体体验，转向分析问题根源的思考模式。

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 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, sound terrible, I feel terrible, I look terrible, etcetera, to a mode of allocating more of our thinking toward analyzing why things might be going wrong.

当我们接纳压力增效思维时，另一个神奇变化随之发生：某些被称作压力的生理过程会发生关键性转变。其中包括压力激素皮质醇的释放时长——其实我都不愿称它为压力激素，因为皮质醇还承担着诸多其他功能，而且它并非有害物质。

And something else powerful happens when we embrace a stresses enhancing mindset as well. When we embrace a stresses enhancing mindset, it turns out that some of the very physiological processes that we call stress shift in important 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.

你需要皮质醇。相信我，你绝对需要它——尤其是清晨和应对急性压力时的皮质醇分泌。你真正要避免的是皮质醇长期居高不下，特别是影响睡眠的情况。以至于我常想：或许我们对压力的哲学应该是‘压力对身心有益，除非它干扰睡眠’。当压力开始持续升高，尤其当它损害我们充足睡眠的能力时，才真正变得有害。

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.

重点在于：秉持压力增效思维时，我们能使皮质醇分泌时段缩短。同时还能在压力下提升‘每搏输出量’——虽然术语有些专业，但心脏每次搏动的泵血量确实是衡量压力的关键指标。极度压力下，尽管需要调动大量资源，但矛盾的是我们的总每搏输出量反而可能下降，血液会向躯干和主要肢体集中，而减少流向大脑及外周区域。因此外周血流量成为评估压力反应的重要指标。

Okay, so the point here is that when we embrace a stress is 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 is going is how much peripheral blood flow there is.

压力环境下保持放松者外周血流量更高，而焦虑恐慌者则更低。阿丽·克拉姆团队的杰出实验证明：当受试者仅接受‘压力可提升表现’的指导后，无论想象压力或真实处于压力环境，其生理测量显示心脏每搏输出量实际增加，外周血流改善，压力下保持清晰认知的能力增强。而这一切改变仅源于一场关于压力增效的教程——正是我现在讲述的内容。

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 stressful environment, either because we are imagining stress or we are experiencing real stress and then our physiology is measured. What is observed is that the total amount of blood that the heart can pump with each beat is actually increased, 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.

事实上，对于听过‘压力降低睾酮/雌激素水平’说法的人——这没错。但同样真实的是：当你了解压力如何提升表现时，它就具有合成代谢作用。没错，它反而能促进雄激素和雌激素的释放——这是多数人（非全部）希望维持甚至提升的水平。关于压力存在许多片面认知，并非说现有结论错误，因为长期压力确实会降低性激素、损害睡眠和免疫力；但当人们相信压力能增效时，它反而可能促进性激素分泌，优化皮质醇调节机制，从而提升认知专注力。这个发现令人振奋，但我也理解有人会困惑：如何判断自己正获得压力的正确反应？

In fact, for those of you that perhaps have heard stress reduces testosterone levels, stress reduces estrogen levels, etcetera, 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, etcetera, 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?

简明答案是：你越了解压力如何提升表现，越将自己置于安全的（重点强调安全）适应性压力情境中——这些应是有助于正向成长的情境，而非伤害自己或他人的场合。当你更多地在压力下告诉自己‘加速的心跳、颤抖的双手、出汗等现象都是身体在调动资源’，并认知到这实际上赋予你将注意力集中于特定事项的优势（比如分析错误原因或成功步骤），你就越能将生理反应与目标导向关联起来。这正是压力赋予你的能力：通过认知评估将思维从单纯的不适感转移，从而将大脑和身体从消极状态（容我主观定性）转向积极状态。

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. So these are going to be circumstances where you stand to learn or grow in some positive way, not circumstances where you stand to hurt yourself or others, of course. The more that you can place yourself into conditions of stress and then to cognitively just tell yourself, ah, this elevated heart rate, this quaking of my hands, this sweating, etcetera, 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?

没人想要糟糕的压力反应。当你培养出压力增效思维，不仅能在压力下更从容，更获得了让成长型思维与之协同的完美工具，从而在短期和长期大幅提升表现。这不只是我的观点，而是研究结论。让我们看看这些研究：现在我想转向关于成长型思维的最新发现，探讨它如何与压力增效思维结合，在多元现实场景中显著改善结果。

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 are also developing the perfect tool to plug into the whole process of building up your growth mindset in a way that allows those two things, growth mindset and stresses 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. 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.

我要介绍的是大卫·耶格尔博士的研究。这位德克萨斯大学奥斯汀分校教授曾在斯坦福与卡罗尔·德韦克共事，现在领导着自己的实验室。无论是早期合作还是独立研究，他都开展了涉及数千名受试者的大规模实验——覆盖城乡不同经济背景人群。核心发现是：当学生通过学习了解成长型思维与固定型思维的区别，并接受压力增效思维的培养（仅通过观看教学视频），随后在面对压力、考试或挑战选择时，数据显示接受过这两种思维训练的学生表现始终更优异。

And the work that I'm referring to is the work of a person named David Yeager. Doctor. 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, etcetera, different levels of affluence, lack of affluence, and finding essentially that when students are taught about a growth mindset, what it is, how it's different than a fixed mindset, and when those same students are also taught about what a stress is enhancing mindset is and cultivating that, again, simply through informational tutorial, watching a video about growth mindset, watching a video about stresses enhancing mindsets, and then confronted with stress, confronted with tests, 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.

如今，耶格尔及其同事通过大量不同实验证实了这一点。实际上，去年（2022年7月）《自然》期刊——这本顶级刊物以完整论文形式发表了相关研究（《自然》和《科学》等期刊会刊发快讯等短篇格式，而重要发现则以长文形式呈现）。他们于2022年7月在《自然》上发表了题为《协同心态干预保护青少年免受压力》的论文。这篇论文最令我赞叹的是它包含了多种类型的实验设计。

Now, Yager and 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 2022 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 2022. 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.

例如，他们研究了高中生群体：这些学生只是预期会面临压力事件，并被教导成长型思维或压力增效思维（或两者兼具），对照组则未接受这些思维训练——设置对照组很关键，要确保信息量相同但内容不同。研究发现，当我们接受成长型思维和压力增效思维教育时，预期性压力（即对即将发生事件的担忧）会显著降低。该实验的核心结论是：了解成长型思维及其与固定型思维的区别（正如你们现在所学），确实能增强抗压能力。

So for instance, they looked at high school students who simply anticipated a stressful event and had been instructed on growth mindset or stresses 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 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 stresses 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.

此外，理解压力如何提升表现也能缓冲预期性压力。但最显著的效果出现在同时接受两种思维教育时——成长型思维与压力增效思维的结合能最大程度抵消压力反应，从而提升表现。这仅是论文中六个实验之一。我不会逐一详解所有实验（顺带一提，我已邀请大卫·耶格尔博士做客本播客，他已应允）。

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 Doctor. David Yeager to be a guest on this podcast and he has agreed.

待他做客时，定会详细解析这些实验的精妙之处，让我们准确理解研究方法和结论以便应用。举个例，论文中另一个实验采用特里尔社会压力测试（Trier Social Stress Test）。我着重提及它，是因为这与我们多数人经历或将面临的典型压力情境相关——我们都希望找到缓解压力或将压力转化为动力的方法，同时培养成长型思维。该测试是实验室或教室常用的标准施压方式：受试者到场后先等待，测量静息状态下的心率、血压等压力指标（有时会采集唾液测皮质醇）。

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

接着告知他们需准备演讲并在真实观众面前展示。实际演讲时，观察者会做出皱眉、抱臂等负面反馈。随后还有突发算术测试，答错时会当众被纠正。这些对你或许显得滑稽，但对大多数人而言绝非儿戏。

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, etcetera. Then there's a pop quiz where they get a hard arithmetic test in front of that audience and when they get answers wrong, they're told they're wrong in front of that audience. This all might seem kind of playful and silly to you, but most people do not experience this as playful and silly.

几乎所有参与这类实验的受试者都会感受到一定程度的压力，尤其是不喜欢公开演讲的人，特别是那些自认为不擅长算术、不愿在人前实时解题的人，你可以想象这会有多紧张。与此同时，他们的心理和生理反应指标被持续监测——包括我们之前讨论过的外周血流等数据。虽然我刚才描述的内容相当详尽，但提供这些背景是为了让你理解之前的研究发现：人们仅仅接受了成长型思维教育，了解其与固定型思维的区别，以及压力能否提升表现的思维模式。简而言之，这个实验条件只是让人们获取信息——没有药物，没有跑步机，也不需要回家完成大量习题集。

Almost everybody who goes into one of these experiments as a subject feels some level of stress, especially those that don't like public speaking, especially those that don't themselves as very proficient in arithmetic, where they 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 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.

他们在这项实验及这篇宏论文中包含的所有其他实验中发现，仅仅学习成长型思维和压力增强思维模式，就能使学生改变生理状态（如增强外周血流、改变皮质醇等激素分泌），并转变心理认知：当他们感到压力时，开始将其视为迎接挑战的机会；当被告知答案错误或表现不佳时，他们能重新分配心理资源从而提升表现。这项研究最重要的发现是，在所有六个实验中——无论是想象压力、真实压力、实验室压力、实际课堂压力还是迎接未来挑战——仅仅学习‘压力能提升表现’的思维模式，就足以让学生实现这种转变。而耶格尔团队这项研究另一个引人入胜的特点是，干预措施仅实施一次且非常简短——甚至可以说极其简短。

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 enhanced peripheral blood flow, changes in hormone secretion like cortisol, and shifts in their psychology such that when they feel stressed, they start to see that and experience that as an opportunity for challenge and to lean into that challenge and where they are told that they got the wrong answer, where they are told that they are not performing well, they are able to think about that and to allocate their mental resources such that then they do start to perform better. And the major takeaway from this study is that across the board in all six experiments, imagined stress, in real stress, laboratory stress, actual classroom stress, and in embracing future challenges, just the learning about what stress can enhance your performance mindset is allowed students to do just that. Now, another really interesting feature of this study put out by Yeager and colleagues was that the interventions were one time and relatively brief, or we could even say extremely brief.

先前许多实验采用的成长型思维干预需要4到8次教程，每次持续30分钟至1小时，而这个实验仅采用了一次30分钟的干预。当我读到论文结果时非常兴奋，迫切想知道这个神奇干预的具体内容——相信你们也同样好奇。于是我联系了耶格尔博士...

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

耶格尔博士非常慷慨地提供了教程中的部分示例，让我能在本期节目中实时分享。这个教程首先提出关于压力的问题：实际上有个填空区域要求回答‘你能回忆起一次感到压力的经历吗？那次压力与什么有关？’（这里我转述了原话）。

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.

我填写表格时的回答是：'当我做博士后时——顺便说明，这是获得博士学位后4到6年的阶段——我承受着完成项目的竞争压力，收入难以负担当时居住地的生活成本，还与许多曾经亲密的朋友失去了社交联系。那是我记忆中最压力的时期，虽然这并不意味着我不享受博士后生涯。'

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 post doc, which is not to say that I didn't enjoy being a post doc.

我对自己从事的科研工作及周围的同事感到欣喜，但出于种种原因，压力确实非常大。这就是本教程的开场白。我认为教程开头设置这个问题的目的，是为了激活人们对压力理解的认知机制。随着教程推进，它开始从神经科学与神经可塑性角度展开解释：神经科学研究表明，通过努力，我们的大脑能够发生改变。

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 queue 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.

大脑能形成我们称为突触的新连接。看到这些内容我自然很欣喜——这类知识我非常熟悉。教程中还直接引述道：'学习过程中的困难、挣扎和挫败感，并非意味着你已达到极限，而是你正在突破极限的标志。'

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.

接下来进入下一个板块，教程提示：'让我们听听科学家的观点'。顶级微积分教授罗里·特里斯曼在开学第一课告诉学生：'这门课的每个人都会经历挣扎，无论你是谁，都会遇到无法回答的问题。当这种情况发生时，你会感受到压力。'

Okay, then you go to the next field and it says, let's hear from a scientist. Rory Trisman is one of the top calculus professors. Here's what he tells his 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 that you cannot answer. And when that happens, you're going to experience stress.

如果你不理解这种压力，可能会认为'糟了，我不该在这里'。但实际上，这种压力恰恰表明你的理解正在深化——它不是学习失败的信号，而是学习发生的标志。虽然我可以通读整个教程，但那样太耗时。其核心思想是：教程通过每张幻灯片告诉你，那些可能被消极解读的体验（如'我没在学'、'我在承受健康损耗'、'表现糟糕'）需要被重新评估——挫败感、焦虑、自我怀疑其实恰恰相反。

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.

这个教程本质上是知识导向型的：它阐述大脑的可塑性，提供真实的突触与神经回路变化机制（因为它们确实能改变），并告诉你：压力的负面身心体验其实代表你在进步——这就是它的核心主张。

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.

尽管这个具体信息很简单，但其效果极其强大。耶格尔团队的研究数据显示：结合成长型思维与'压力提升表现'的干预，使自我评价提升40%（自我评价是可量化的指标），高难度课程通过率提升14%，普通课程通过率也有显著提高。参与这个30分钟教程的人，在干预结束后仍会长期主动迎接挑战。

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 forty percent 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.

耶格尔研究还有其他重要发现，但与其详述实验细节，不如结合本期科学文献，聚焦具体工具来构建两种思维模式。某种程度上，我们至今的讨论已构成关于成长型思维与压力增效的教程，以及二者如何协同作用。不过考虑到认知工具（相比每周200分钟有氧运动或每周6组抗阻训练等具体运动方案）往往更抽象，我将用几分钟列举关键要素。

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 thirty minute tutorial also took on additional hard challenges in the future long after the intervention had ceased. Now, 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 get two hundred minutes of zone two cardio per week, or get six sets of resistance exercise per major muscle group per week, etcetera.

首要工具是：师生双方都能采用成长型思维和压力增效思维是最理想状态——这在课堂及其他场景都得到验证。这需要理解成长型思维与固定型思维的区别，最好还能学习压力如何提升表现（比如参考阿利亚·克伦博士的研究数据），理解压力反应本质是资源调动机制：它会收窄视觉焦点（虽可能'见树不见林'），但能让你深度聚焦分析目标——这正是增效表现的关键。

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 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.

这些纯认知工具得到数据充分支持：当师生采用这种思维时，教师会更少用固定眼光看待学生能力，学生自我认知也会更开放。下一个根本性工具在本期开头已提及：无论是给予他人或自我反馈时（尤其是自我反馈），要聚焦'行动'而非'标签'——比如可以说'射门失败后立即回防的举动很棒'，重点赞扬努力过程而非结果。

It also ideally means learning how stress can enhance performance. Now, if that means spending some time with the discussion that we had around Doctor. Aliyah 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.

（注：此处保持原文结构完整性，未拆分为独立工具说明）

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 actually mentioned at the beginning of the episode, which is whenever giving praise or giving feedback of any kind to others or to yourself, perhaps even especially to yourself, make the effort to make that feedback about verbs, not labels, okay? To really think about praising or in some cases, giving feedback about how effort could have been better, but ideally you're saying great effort. It was great that when you missed that shot on goal, that you ran back to your side of the field.

你在那次数学考试表现不佳后，能重新钻研习题集、与其他同学交流他们为何那样解题，并深入分析自己出错的原因，这非常棒。关键在于运用‘关注动词而非标签’这一工具——尤其在表现良好时更要如此。我之前略提过原因，但必须再次强调：当你或他人表现出色时，若用‘天生运动员’‘天才学生’‘有才华’‘聪明’这类标签评价，我敢保证这会在未来遭遇挑战时削弱其表现。反之，若将反馈锚定在努力、坚持、问题解决等具体行动上，你就走对了方向。

It was great that when you didn't perform well on that math exam, that you went back to those problem sets and that you conversed with other students about why they had performed a certain way and you really dug through it and figured out why you got things wrong. Now, a key aspect of this tool of focusing on verbs, not labels is that it is especially important to do this when you've performed well. I talked about the reasons a little bit earlier, but I cannot emphasize this enough. When you've performed well, if you tell yourself or you tell somebody else that they're just a great athlete, they're just a great student, they're talented, they're brilliant, I promise you, you are undermining their future performance when they inevitably encounter challenge. If however you give yourself or the other person feedback that's really grounded in effort, in persistence, in problem solving, you are absolutely going the right direction.

当需要针对错误给出反馈时（无论对自己或他人），关键不在于用玫瑰色滤镜美化错误，假装它们没那么严重——这不是我们讨论的重点。也不是俗话说的‘给猪涂口红’。我们要做的是审视错误，思考导致错误的行动过程，将更多认知注意力放在引发错误的‘动词’（具体行为）上，而非纠缠于相关情绪。

Now, if you are going to give feedback about errors, either to yourself or to somebody else, The question really is, do you paint that with rose colored glasses? Do you try and make it seem like the errors weren't that bad? That's not actually what we're talking about. We're not talking about, what do they say, putting lipstick on a pig? What we're talking about is looking at those errors and thinking about what led up to those errors and trying to put more of our cognitive attention on the verbs, the things that led to those errors and less of our attention on the emotions related to those errors.

我们必须以分析态度对待错误。坦白说，通常需要一两天甚至更长时间才能有效进行这种分析。我从未说过必须在犯错或表现不佳后立即完成这个过程。有时我们深陷‘未达预期’的情绪漩涡，根本无法调动心智资源进行错误分析——理想状态下可以，但现实往往做不到。

We really need to be analytic about those errors. And admittedly, we often need to take a day or two or maybe even longer before we can do that process effectively, right? Nothing that I've said thus far has said that we have to do all of this immediately after an error or immediately after a poor performance. Sometimes we are so caught up in the emotional experience of having performed not as well as we would have liked that there's simply no way that we can allocate our mental resources toward error analysis. Ideally we can, but oftentimes we can't.

因此要学会‘温柔对待自己’（套用流行说法），允许自己经历情绪过程后再回归错误分析。这才是关键。我们要聚焦导致错误的行动，而非贴上‘愚蠢’‘荒谬’‘可笑’等负面标签（此处请自行填空任何你想得出的贬义标签）。记住：分析成功时用动词，分析失败时也用动词。刚才提到，通过接触表现优异者（理想情况）或同样失利者来理解自身不足，这往往很有裨益——这引出了另一个关键工具。

So we have to be, how do they say gentle with ourselves and allow ourselves to move through that process and then get back to error analysis. That's absolutely key. But we really want to focus on the verbs leading to those errors, not putting labels on the stupid, ridiculous, silly, fill in your blank with whatever negative label you might happen to come up with, okay? So verbs, verbs, verbs for analyzing why we did well and verbs, verbs, verbs for analyzing why we did poorly. Now, you may have noticed that a few minutes ago, mentioned that oftentimes it's beneficial that when we make errors that we seek out others who either performed well, ideally, but also those who performed poorly in order to get some understanding as to why we did not perform as well as we wanted.

大量研究数据支持：寻求帮助是分析错误的核心方法之一。这正是长期区分高绩效者与低绩效者的关键差异。是的，我刚才用了‘高绩效者’这个标签——或许该说‘通过高努力获得高绩效的人’vs‘因低努力导致低绩效的人’。但要点在于：抛开标签，长期表现出色的人往往通过寻求帮助来理解失败原因。

And that 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 to get help. And this is one of the things that really differentiates the high performers from the low performers over time. And yes, there, I just used a label. I guess I could have said the high effort, which leads to performance people versus the low effort, which leads to low performance people.

这不仅是培养成长型思维的核心，更是巩固‘成长型思维’和‘压力提升表现思维’的关键。因此要主动寻求他人帮助来分析不足，同时收集他人对你成功背后‘行动动词’的观察——我们总自以为了解成功原因（‘因为我练习了X小时’），但旁观者往往能提供我们无法触及的视角。在这些‘动词而非标签’的框架下，理解失败与成功的原因都极具价值。

But in any case, you get the idea. People who perform well over time, regardless of labels that we place on them, tend to be people who seek help in order to understand why they didn't perform well. So this is a core component of not just trying and building a growth mindset, but really solidifying a growth mindset and a stress can enhance performance mindset. So seek help from others in understanding where you didn't perform as well as you like. And I would say seek input from others as to what were the verbs that you think might've led to your heightened performance, because we like to think that we have really good optics on why we did well.

关于成长型思维和压力提升表现的研究还表明：当师生共同秉持这些思维时，教学效果最佳。当然，这是理想状况。现实中很多人没有导师，只能独自探索。幸运的是，研究显示即使缺乏导师或导师未秉持这些思维，我们仍可通过简单工具自我指导——比如耶格研究中使用的‘写信法’：用卡片或A4纸给后来者写封信，向他们解释成长型思维与固定型思维的区别。

Oh yeah, it was because I spent X number of hours practicing, but oftentimes those around us have additional perspectives that we can't access and learning about those perspectives of why we performed poorly, but also why we performed well in the context of these verbs, not labels, is also tremendously beneficial. The other thing that's clear from the literature on growth mindset and stress can enhance performance mindset is that all of that stuff, all those tutorials are most effective when both teachers and students embrace those mindsets. Now, that's a wonderful situation if teachers and students are both available and willing to learn those mindsets. However, 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. And so what's fortunate is that there are also data in the literature showing that under conditions where either the teacher or the mentor is not there or is not embracing a growth mindset or stress enhances performance mindset, we actually can serve as our own teacher by using a simple tool and the simple tool that was actually the same tool that was used in one of the Jaeger studies is to take maybe a three by five card or an eight and a half by 11 sheet of paper and write out a letter as if you're writing a letter to the next person coming along, trying to get good at the thing that you're trying to get good at and explain to them what growth mindset is and how it differs from a fixed mindset.

信中还需阐明‘压力提升表现思维’的内涵、培养方法及其对效能的放大作用。这个看似写给他人（实际是给自己）的简单练习，不仅能即时显著提升表现，还具有持续效应。最后我要分享一个基于神经可塑性科学（其原理竟与运动生理学相通）的自创工具：重新诠释‘大脑如肌肉’这个比喻——虽然它反复被强调。

Explain to them what the stress enhances performance mindset is, how to adopt it, and how it can amplify performance. That simple exercise of writing a letter, which which is essentially to oneself, but you're sort of pretending that the letter is for somebody else, although I suppose you could and perhaps should give it to somebody else so they can benefit, that simple exercise has been shown to improve one's own performance and to do so in dramatic ways, not just in the immediate term, but also in the future. Now, the final tool I'd like to share is one that I've come up with, but it's one that's really grounded in the neuroscience of neuroplasticity, and believe it or not, that's grounded in our understanding of exercise physiology. And that is to reframe this idea that the mind is like a muscle. I know we hear that over and over again.

‘大脑如肌肉’的类比有其局限：肌肉训练时，血流增加（所谓‘泵感’）能预示增长潜力；而心智学习时，我们无法在努力过程中感知未来的能力提升——这正是该类比可能误导人们理解成长型思维与压力提升表现思维的关键缺陷。

The mind is like a muscle. You exercise a muscle, it gets stronger. You exercise your mind, you put it through some strain and you can learn. Those statements are absolutely true, but this statement that the mind is like a muscle, that analogy falls short, I believe in an important way that can lead a lot of people astray when they try and embrace growth mindset and the stress enhances performance mindset. And the reason I say that is the following.

任何形式的抗阻训练（自重/器械/自由重量）都有个惊人特性：它能增加目标肌肉的血流量。这与长跑等训练形式截然不同。抗阻训练带来的‘泵感’，实际上预示了肌肉经过恢复后可能获得的增长。换言之，它提供了结果预览。而当我们用‘大脑如肌肉’作类比时，问题在于：心智努力过程中，我们无法像感受肌肉泵感那样，提前体验学习带来的能力提升。

Exercise with weights or resistance training of any kind, whether or not it's body weight or machines or free weights, has an incredible property to it in that it increases blood flow to the muscles that we're training, right? This is something that really distinguishes resistance training from other forms of training like long distance running. When we train our muscles with resistance, the blood flow into that muscle, the so called pump, gives us a sort of a hint or a window of the growth of that muscle that is likely to occur if we allow that muscle to recover after that resistance training. In other words, resistance training provides us a kind of hint of the results we are likely to 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 something with our mind, we don't actually get to feel what it is to perform much better as we are trying to learn that thing.

事实上恰恰相反。我们今天讨论的许多内容都指向一个事实：当我们试图学习时，面对表现下滑而产生的压力、紧张和失望——这些本能反应——恰恰是触发学习机制的关键。我的意思是，当我们学习一门语言、新技能、数学或其他新事物时，并非短暂掌握后就会在离开教室或教程时丧失能力。这与健身房锻炼截然不同——在那里通过举重或抗阻训练，你能立即感受到肌肉未来可能的状态。

Actually quite the contrary. In fact, much of what we've been talking about today is the fact that the stress and strain and the disappointment that is so reflexively felt when we look at our diminished performance as we're trying to learn is actually the trigger for invoking the learning itself. So what I'm saying here is that it is not the case that when we go in to learn a language or a new skill or mathematics or something new, that for a moment we are fluent or partially fluent, and then we lose that ability when we walk out of the classroom or the tutorial. That's what makes it different than the gym where you go and you lift weights or you use resistance training of any kind and you get this sort of window into, oh, this is what the muscle will feel like and look like when it's larger. So the mind is like a muscle analogy, sort of works in the sense that if you properly stress a muscle using resistance training and then you give it an adequate amount of time to recover, it indeed will get bigger and stronger.

大脑如肌肉的类比在某个层面成立：适当施加压力（比如遇到理解障碍）并给予充分恢复时间（需要睡眠），确实能促进学习。但这个类比的根本缺陷在于，你无法像观察肌肉生长那样直观感知认知进步。我们今天探讨的核心，正是要将学习过程中的挣扎与焦虑理解为学习本身——尽管这个过程可能伴随心率加速、挫败感、注意力涣散等压力反应，但正是这些反应创造了触发神经可塑性的生化条件。

And it is true that when you go in to try and learn something, if you provide the adequate stress, which is hitting that point where you're not understanding the information, it's not sinking in, and you give yourself some time to recover, which requires sleep by the way, then you'll learn that new information over time. But where the mind is like a muscle analogy really falls away, I believe, is that the mind is not like a muscle because you don't actually get to experience the good growth that you're seeking as you're trying to learn it. Rather, everything we've been talking about today is about learning how to experience the strain of trying to learn, the agitation of trying to learn as the learning process itself and understanding that while you might feel back on your heels a little or a lot during that process, that you might, and in fact, likely are going to experience all the category of things that go along with stress, elevated heart rate, frustration, you know, maybe even a little headache or strain, difficulty maintaining focus, etcetera, that if you understand that all of those things are actually creating the specific neurochemical and neural circuit conditions to invoke learning, well then that learning will occur.

更准确的类比应该是：如果抗阻训练时肌肉先萎缩再超量恢复，那才符合大脑学习的特性。培养成长型思维和「压力提升表现」的认知模式极具价值，二者结合更能产生协同效应。但这个过程对大多数人（甚至所有人）都不会自然发生。

So in some ways, a better analogy would be if it were the case that when you do resistance training, that your muscles actually got smaller during the training and then rebounded to being even bigger than they were prior to the training, that would be the appropriate analogy for the mind is like a muscle. I say all this because yes, adopting a growth mindset is incredibly valuable. Adopting a stress can enhance performance mindset is incredibly valuable. And even more valuable is combining those two mindsets because they do indeed improve performance synergistically. However, none of this process is expected to be reflexive for most people, perhaps for anybody.

构建这些思维模式需要更高阶的认知框架——即相信思维模式确实能产生实质影响，且可通过持续练习培养。感谢参与本期关于成长型思维及其培养方法的讨论，同时也探讨了可塑的「压力提升表现」思维模式。若喜欢本播客，请订阅我们的YouTube频道——这是零成本支持我们的最佳方式。也请在Spotify和Apple订阅播客。

And the process of building up these mindsets involves another mindset, which is the one that umbrellas them all or gathers them all together and makes them really work, which is the idea that mindsets are indeed powerful, that they can have a real effect and that while they do take time to cultivate, they can be cultivated. Thank you for joining me today for our discussion about growth mindset, what it is, and how to cultivate a growth mindset, as well as the related stress can enhance performance mindset, which can also be cultivated. If you're learning from and or enjoying this podcast, please subscribe to our YouTube channel. That's a terrific zero cost way to support us. In addition, please subscribe to the podcast on both Spotify and Apple.

在Spotify和Apple平台，您可为节目打五星好评。如有问题或嘉宾推荐，请留言YouTube评论区（我会全部阅读）。也请支持本期节目赞助商——这是对本播客最重要的支持方式。

And on both Spotify and Apple, you can leave us up to a five star review. If you have questions for me or comments about the podcast or guests that you'd like me to invite onto the Huberman Lab Podcast, please put those in the comments section on YouTube. I do read all the comments. In addition, please check out the sponsors mentioned at the beginning and throughout today's episode. That's the best way to support this podcast.

虽然本期未深入讨论，但Huberman Lab播客常涉及营养补充剂话题。尽管非人人必需，但许多人在改善睡眠、荷尔蒙平衡和专注力方面获益良多。我们与Momentous supplements合作，相关产品信息请访问livemomentous.com/huberman。社交媒体平台（Instagram/Twitter/Threads/LinkedIn/Facebook）统一账号@HubermanLab。

Not so much on today's episode, but on many previous episodes of the Huberman Lab Podcast, we discuss supplements. While supplements aren't necessary for everybody, many people derive tremendous benefit from them for things like enhancing sleep, hormone support, and focus. The Huberman Lab Podcast has partnered with Momentous supplements. If you're interested in learning about the supplements discussed on the Huberman Lab Podcast, you can go to Liv Momentous, spelled o u s, so that's livemomentous.com/huberman. If you're not already following me on social media, I am Huberman Lab on all social media platforms, so that's Instagram, Twitter, Threads, LinkedIn, and Facebook.

所有社交平台内容涵盖科学及科学工具，部分与播客内容重叠，更多为独家内容。尚未订阅《神经网络通讯》的听众请注意：这份完全免费的月报提供播客精华摘要及神经可塑性、睡眠、冷暴露、运动等主题工具包。订阅请访问hubermanlab.com，菜单栏选择Newsletter提交邮箱（我们绝不外泄信息）。

And on all of those platforms, I cover science and science based tools, some of which overlaps with the content of the Huberman Lab Podcast, but much of which is distinct from the content on the Huberman Lab Podcast. 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 it provides podcast summaries and toolkits of things like neuroplasticity, sleep, deliberate cold exposure, exercise, and so on. To sign up for the Neural Network Newsletter, simply go to hubermanlab.com, go to the menu, scroll down to Newsletter, and provide your email. We do not share your email with anybody. And again, it's completely zero cost.

再次感谢参与本期关于成长型思维及提升表现的认知模式讨论。最后也最重要的——感谢您对科学的热情。

Thank you once again for joining me for today's discussion all about growth mindset and related mindsets for improving performance. And last but certainly not least, thank you for your interest in science.