How Feedback Affects Performance - Andrew Huberman - Growth Mindset

It has been the mission of After Skool to enhance profound ideas with art. So much of the content online plays on our impulses. It gets us to click, but adds no value to our lives. After Skool is meant to be a combination of deep insight and fun entertainment. Something that you won't regret watching after the video is over. Hopefully something that has impacted your life in a positive way. If you have gained some benefit from this channel, please consider supporting on Patreon www.patreon.com/AfterSkool or check out the Before Skool Podcast youtube.com/@BeforeSkool Thank you!

Perhaps this is overly simplified but it sounded to me like when rewarding a person's intelligence, you are rewarding their ego whereas when you are rewarding someone's effort you are speaking to their heart, soul, their being because you are nurturing (i.e. helping to generate) excitement within the individual's heart!

I was a C student. Barely finished college. I worked my butt off and achieved so much more than I could have predict based on my grades. Effort is all it takes. Relentless forward progress.

Hello After Skool, I wanted to take a moment and praise you for your hard work and effort in putting together an exceptional video that will affect both my self talk and my parenting feedback!

I once read about this experiment where kids who are interested at doing something - say sketching, were divided into 2 groups and one group was getting a little star or some other symbol for their work. While the other group of students were just doing it for the sake of doing it. When the first group stopped getting the stars, they lost their motivation to learn and persist on sketching. The other group kept getting better because there was no extrinsic reward attached to what they were doing. Great video!

Psychedelics definitely have potential to deal with mental health symptoms like anxiety and depression, I would like to try them again but it's just so hard to source out here

Wow, this tells me how I was in the Intelligence Praise group during my childhood and how I went from "promising future" to failed adult.

Being told I was smart, when I clearly had the capacity for stupidity, which I often demonstrated, made me question any sort of praise I got. It made me feel like I didn't actually deserve anything because if that was considered "smart," then I was doomed in life. I didn't lie to myself and see it as smart; I saw my efforts as deceptive ways to look "smart" because I was finding shortcuts and quicker ways to do things. Every cool thing I showed was always met with such superficial comments like, "I don't know or care what you're talking about, but I want to show I'm a supportive parent." Nothing really seemed to have any meaning. I couldn't see where my "intelligence" would ever manage to get me other than guilt. Once you realize that just appearing to be smart and skewing the results could get you the same praise, you lose any kind of direction.

i love this video because I had to teach myself “effort affirming”. This video brings me peace to know I didn’t go the wrong direction with my internal dialogue

Wowwww as a former “gifted kid” this video was the missing piece to my trauma puzzle. 😩😭🤯

I am a graphic design student, also intrested in psychology and as part of my bachelor's thesis I am creating a picture book for children about growth mindset. The title is "Frog on the Path". Using example of a frog traveling in the mountains, I will try to give children a perspective on how to approach mistakes and learning. Your channel and the work of Carol Dweck and Andrew Huberman inspired me in choosing this topic. Thank you for your content!

Andrew Huberman's focus on effort-based feedback as a catalyst for performance is a game-changer. Emphasizing persistence over innate ability can transform a team's dynamics and drive innovation in any field. 💡

As a kid growing up my parents use to tell me that I was stupid. When I asked for help with my homework. I reached to a point and said to myself "I'm not asking anyone for help anymore with my education. Whether I fail or pass." I'm a Mechanical Engineering Technician and it turns out my parents are the stupid ones, because they are ignorant and couldn't help me in the first place.

Wow. I am 60 now and can see clearly where I was heaped praise and I followed this pattern into adulthood.

I was told as an adult that gifted kids (like me) fall through the cracks at school because we SEEM like we have it together. So help/resources gets focused on kids who "need" it. Without guidance on our creative/ intelligence level, we get lost. But too, if we'd been taught emotional intelligence in gifted classes, we would've turned out differently. Because growth mindset IS emotional intelligence. One thing no one talks about: that it's a slap in the face and super disheartening when gifted kids become adults and no one cares how smart you are. Partially because it's an ego deflation. But moreso because that's when you find out - the only thing that makes you worthy is your ability to make money. You're used to feeling valuable because you're BEING smart. In "the real world" you have to DO smart. And that's pecisely because our world values and more highly rewards left brain/masculine "action." Though for me and many bright minds, we're more right brain/feminine "ideas" people. But that's a whole other story... PS: I started recommending Dr. Dweck's book Mindset almost a decade ago! It's phenomenal!

This isn't new science, but I'm glad that it's finally getting spread to the masses. Huberman, you're the man! 😎🔥

I never really cared what I was good at or bad at. I simply focused on what I wanted to do.

One of the most interesting things to me is how, regardless of how well or poorly the students did in each of these tests, it is STILL POSSIBLE for the researchers (AKA “us”) to give the students ANY type of feedback. In other words, one student could perform “poorly” on something, and it does NOT mean our feedback to them has to be negative - in fact, it seems like that is the most important time for your feedback to be positive (and geared towards their effort, or course). I just think about all the negativity in the world and how we can all make the conscious decision to call out the positive traits in anyone we come across during the day. I also love how it is OUR decision - nobody can force us to give someone negative feedback, so we can make that choice every single day to be good to other people to help make other people better! Love this!

“Do what’s good for all, not what’s best for me” has been my narrative throughout life, on the challenging path to enlightenment… 😊🙏🏼💗✨

In the intelligence vs effort feedback. Of course. What about adding more control groups. 1. Intelligence feedback 2. Effort feedback 3. Both intelligence and effort feedback. 4. Control group. 5. Group where you tell them the whole story. Anyone has potential for any level of intelligence but that potential being realized is largely determined by the following: - Level of effort one puts into learning. - Total time one has put into learning. - Proper reaction to failed attempts. - Proper selection of difficulty. One that is on the border or just outside the current level of intelligence. I always tell my kids they whole truth and have since they beginning. They both know what it takes and that being smart is not something they were born with, it is something they must choose and continue to choose their entire life and to be on alert and watch out and correct for the pitfalls that may hinder or even stop that progress. Perfectionism, where a single evaluation of less that perfect can result in a negative self evaluation resulting in less confidence, less effort, false attempts where they fail intentionally unconsciously to prove themselves right. The "I don't want" trap. The "I don't remember" trap. The "Its boring" trap. The "I'm tired" trap. And on and on. All those traps are lies we tell ourselves in an attempt justify the failed attempt. Instead try again with need of justification of the failure. Let the next attempt be an attempt with some modification. If they don't want too many failed attempts then spend some time watching others successful attempts and then copy them. This is why, given no physical limitation, all toddlers learn to walk. The don't have enough language skills and base knowledge to learn the traps in order to fail. they just see that everyone does it and hence know they will too. My daughter never fell. She decided to stand and no attempts to walk. After a couple days she decided to walk and walked all day without falling. She was done learning that and quickly moved on to where can I go and what can I find. My son fell all the time. He took the path of pure effort. Try, try, try until within a couple days success. Regarding representing performance: Upon attempt, whether success or failure, just ask them what can they do to make it a little better. What can they do to make it a not as good. What can they do to make it a lot better. How long do they think it will take them to make it a lot better. Provide hints and/or accurate examples of answers to those questions.