Question at position 12 Carol Dweck's research (2004, 2012) suggests that teaching young teens that the brain is like a muscle - it grows stronger with use as neuron connections grow- is good for them. Likewise, praising children's effort rather than their ability encourages _____, which causes them to attribute success to hard work. a genetic predispositionpolygenetic developmentheritabilitya growth mind set单项选择题
A
a genetic predisposition
B
polygenetic development
C
heritability
D
a growth mind set

Question

Question at position 12 Carol Dweck's research (2004, 2012) suggests that teaching young teens that the brain is like a muscle - it grows stronger with use as neuron connections grow- is good for them. Likewise, praising children's effort rather than their ability encourages _____, which causes them to attribute success to hard work. a genetic predispositionpolygenetic developmentheritabilitya growth mind set单项选择题

A

a genetic predisposition

B

polygenetic development

C

heritability

D

a growth mind set

BlackTom AI · Accepted Answer

Question: Carol Dweck's research (2004, 2012) suggests that teaching young teens that the brain is like a muscle - it grows stronger with use as neuron connections grow - is good for them. Likewise, praising children's effort rather than their ability encourages _____, which causes them to attribute success to hard work.

Options:
- a genetic predisposition
- polygenetic development
- heritability
- a growth mind set

Analysis of each option:
- a genetic predisposition: This would refer to an inherent tendency encoded in genes that predisposes someone to certain traits or outcomes. Praising effort does not relate to genetic predisposition; it targets beliefs about learning and ability, not genetics. Therefore this option mislabels the mechanism by which praise shapes attribution.
- polygenetic development: This term suggests that development is influenced by many genes. While genetics can influence abilities, the notion of praising effort shifting attribution to hard work does not align with this genetic-centric view. The concept here is about mindset and attributions, not the genetic architecture of development.
- heritability: Heritability concerns the proportion of variance in a trait within a population that can be attributed to genetic differences. It is a statistical measure, not a cognitive attribution explained by praise for effort. This option does not capture the educational construct being described.
- a growth mind set: This phrasing corresponds to the idea of a growth mindset, the belief that abilities can be developed through effort, strategies, and practice. Dweck’s research links praising effort to fostering this exact mindset, leading learners to attribute success to hard work and effective strategies rather than fixed ability. The concept directly matches the described outcome.

In summary, the first three options describe genetic or statistical notions unrelated to how praise for effort influences attribution, whereas the last option aligns with the growth mindset framework that encourages attributing success to effort and practice.