The Many Errors in Thinking About Mistakes

New York Times

By ALINA TUGEND

Published: November 24, 2007

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

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

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

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

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

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

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

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

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

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

They were then given another test, above their grade level, on which many performed poorly. Afterward, they were asked to write anonymously about their experience to another school and report their scores. Thirty-seven percent of those who were told they were smart lied about their scores, while only 13 percent of the other group did.

“One thing I’ve learned is that kids are exquisitely attuned to the real message, and the real message is, ‘Be smart,’” Professor Dweck said. “It’s not, ‘We love it when you struggle, or when you learn and make mistakes.’”

As we get older, many of us invest a great deal in being right. When things go wrong, as they inevitably do, we focus on flagellating ourselves, blaming someone else or covering it up. Or we rationalize it by saying others make even more mistakes.

What we do not want to do, most of the time, is learn from the experience.