The power of believing that you can improve | Carol Dweck | TED · TED
Carol Dweck探讨成长型思维的力量，强调面对挑战时应相信自己能进步。适合练习英语表达和思维拓展。
The power of yet.
尚未完成”这一状态所蕴含的力量……
I heard about a high school in Chicago where students had to pass a certain number of courses to graduate,
我听说芝加哥有一所高中，学生必须完成一定数量的课程才能毕业。
and if they didn't pass a course, they got the grade "Not Yet."
如果他们没有通过某门课程，他们的成绩就会被标记为“尚未通过”（Not Yet）。
And I thought that was fantastic, because if you get a failing grade, you think, I'm nothing, I'm nowhere.
我觉得这太棒了——因为如果你得了一个不及格的成绩，你就会想：“我什么都不是，毫无价值。
But if you get the grade "Not Yet", you understand that you're on a learning curve.
但如果你得到的成绩是“尚未完成”（即“Not Yet”），你就应该明白自己仍处于学习阶段。
It gives you a path into the future.
它为你指明了通往未来的道路。
"Not Yet" also gave me insight into a critical event early in my career, a real turning point.
还没有”这句话也让我重新认识了职业生涯早期发生的那个关键事件——那个真正的转折点。
I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them.
我想看看孩子们是如何应对挑战和困难的，因此我给10岁的孩子们布置了一些对他们来说稍微有点难的问题。
Some of them reacted in a shockingly positive way.
他们中的一些人反应非常积极，令人惊讶。
They said things like, "I love a challenge," or, "You know, I was hoping this would be informative."
他们说了这样的话：“我喜欢挑战”，或者：“其实我希望能从中学到一些东西。
They understood that their abilities could be developed.
他们明白自己的能力是可以得到提升的。
They had what I call a growth mindset.
他们具备我所说的“成长型思维模式”（即一种积极向上、乐于学习和不断进步的思维方式）。
But other students felt it was tragic, catastrophic.
但其他学生认为这是一场悲剧，一场灾难性的事件。
From their more fixed mindset perspective, their intelligence had been up for judgment, and they failed.
从他们那种较为固化的思维模式来看，他们的智力本身就值得被质疑（或者说他们的智力“不够好”），因此他们失败了。
Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.
他们没有沉醉于“尚未实现”的可能性所带来的那种满足感，反而被“当下”的压力所束缚。
So what do they do next?
那么他们接下来会做什么呢？
I'll tell you what they do next.
我来告诉你他们接下来会做什么。
In one study, they told us they would probably cheat the next time instead of studying more if they failed a test.
在一项研究中，研究人员告诉我们：如果他们在考试中失败，下次他们很可能会选择作弊，而不是更加努力地学习。
In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves.
在另一项研究中，当遇到失败时，他们会寻找那些表现比自己更差的人，这样自己就能感到更加“优秀”（即自我价值感得到提升）。
And in study after study, they have run from difficulty.
在一项又一项的研究中，研究者们都回避了那些具有挑战性的问题（或：研究者们总是试图避开那些难以解决的问题）。
Scientists measured the electrical activity from the brain as students confronted an error.
当学生们遇到错误时，科学家们测量了他们大脑的电活动情况。
On the left, you see the fixed-mindset students.
在左边，你可以看到那些具有固定型思维模式的学生。
There's hardly any activity.
这里几乎没有任何活动。
They run from the error.
他们试图逃避这个错误（或问题）。
They don't engage with it.
他们并没有对此采取任何行动或回应。
But on the right, you have the students with the growth mindset, the idea that abilities can be developed.
但在右侧，你看到的是那些具有成长型思维模式的学生——他们相信自己的能力是可以不断发展的。
They engage deeply.
他们投入其中，全情投入。
Their brain is on fire with yet.
他们的大脑仍在高速运转（或：他们的思维仍在活跃状态）。
They engage deeply.
他们投入得非常深入。
They process the error.
他们正在处理这个错误。
They learn from it and they correct it.
他们会从中吸取教训，并加以改正。
How are we raising our children?
我们是如何抚养孩子的呢？
Are we raising them for now instead of yet?
我们现在就把它们养起来，而不是等到将来再养？
Are we raising kids who are obsessed with getting As?
我们是在培养那些一心只想取得“A”等级成绩的孩子吗？
Are we raising kids who don't know how to dream big dreams?
我们是在培养那些不知道如何怀有远大梦想的孩子吗？
Their biggest goal is getting the next A, or the next test score?
他们最大的目标是什么？是获得下一个“A”等级，还是取得更高的考试成绩？
And are they carrying this need for constant validation with them into their future lives?
他们会把这种对持续认可的需求带到未来的生活中去吗？
Maybe, because employers are coming to me and saying, "We have already raised a generation
也许是因为雇主们来找我，对我说：“我们已经培养了一代人……
of young workers who can't get through the day without an award."
许多年轻工人都依赖各种奖励或补贴来维持生计；如果没有这些奖励，他们根本无法完成一天的工作。
So what can we do?
那么我们能做些什么呢？