Would you be surprised to learn that your beliefs regarding intelligence can limit your intellectual potential? Remarkably, there is research to suggest that improving your intelligence can be as easy as changing your belief system about learning and ability.
Mindset Theory
Mindset theory, developed by world-renowned Stanford University psychologist Carol Dweck, is based on the psychology of learning and achievement.1 The crux of the theory is related to an individual’s beliefs about intelligence. According to Dweck’s theory there are two different mindsets—fixed and growth. Individuals who have a fixed mindset believe that ability cannot change, whereas individuals who have a growth mindset believe that ability can change.
Your daily decisions and choices are largely dependent upon your worldview on ability. When it comes to desired outcomes, decades of research suggest that people’s beliefs make all the difference. One critical choice that people make daily is the amount of effort they will exert when performing a task. The harder people work at challenging tasks, the more likely they will be successful. This makes intuitive sense; however, implicit beliefs about intelligence and talent often undermine the most important variable that will lead to successful outcomes: effort.
According to Mindset theory, success does not stem from talent, but rather from continuous hard work and effort.2 In other words, it takes grit.
So how does this relate to intelligence?
Researchers have examined the influence of genetics (nature) versus environment (nurture) on intelligence. Despite the challenge in defining and measuring intelligence, and there are numerous variables affecting intellectual abilities, progress has been made in addressing this question through the utilization of twin and adoption studies.
Evidence suggests that intelligence is not fixed, and the environment plays a significant role.
Of course, each person has a unique genetic endowment. People may start with different temperaments and different aptitudes, but experience, training, and personal effort makes a substantial contribution to cognitive functioning and success. Robert Sternberg, the present-day guru of intelligence, writes that the major factor in whether people achieve expertise “is not some fixed prior ability, but purposeful engagement.”
Since the environment does have an impact on intelligence, the decisions we make about the types of activities we engage in will impact whether our intelligence is developed to its maximum potential. Choosing to read rather than watch television will help develop our intellectual capacity. Likewise, staying mentally challenged at work by tackling tasks that are beyond our current knowledge or skillset will boost our intelligence.
Notably, intelligence has been found to positively correlate with real life outcomes such as income, job attainment, education, and marital success. Therefore, selecting activities that boost your intellectual development can yield significant positive outcomes.
Relationship Between Mindset and Learning Outcomes
The relationship between beliefs and learning outcomes has even been demonstrated through neuroscience. Using a cognitive neuroscience model, Jennifer A. Mangels at Columbia University and her colleagues found that beliefs can influence attention and processing resources, which in turn impacts learning. This research provides some insight regarding how beliefs are related to neurological patterns, which might explain individual differences regarding how people handle failure.
Our thought patterns become more difficult to change the longer we've established certain ways of thinking. Having a growth-mindset is critical because over time having a fixed mindset is harder to change. It is important to point out, however, that mindsets can change.
In 2015 a study published in Psychological Science by David Paunesku and colleagues found that a mindset intervention for high-school students positively impacted their end of the semester grades. Results indicated that students who were at high-risk of dropping out of high school demonstrated a significant increase in GPA the semester after being exposed to growth-mindset compared to the control group who did not receive the intervention.
If we do not believe we are capable of success, then we will not exert the effort needed to achieve at a high level. William James, the father of American psychology, said, "The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind." Mindset theory is one example of the power of attitude on beliefs.
To clarify, research indicates a connection between individuals' beliefs about intelligence and their actual intellectual performance. Those with a growth mindset are inclined to persist in challenging circumstances and demonstrate enhanced learning when exposed to intellectually stimulating environments.
Here are 3 mental exercises to help you adopt and strengthen your growth mindset.
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What are your beliefs about failure and rejection? Do you believe that failure is an opportunity to learn and progress? Or do you feel that failure is something to avoid at all costs?
If you find yourself experiencing anxiety when thinking about rejection or setbacks, then it is likely that you have a fear of failure. These fears will limit your ability to excel. Change this belief system! Understand that the only way to improve is to tackle difficult tasks, which inevitably lead to some successes and some failures. Both these outcomes lead to learning and improvements over time.
Remember, all great champions in every facet of life have experienced failure. Indeed, it is truly why they are champions. They became champions first in their mind, and then it showed in their respective field.
- Is there anything you have wanted to accomplish but have avoided because of the fear of failure?
Set at least one goal that is beyond your current set of abilities. Develop a game implementing plan to accomplish this goal. Your strategies should include concrete actions that you can start today.
- Since you now understand that the environment impacts intelligence, and that your beliefs about the source of abilities can impact your intellectual functioning, share this knowledge with others.
Research suggests that teaching involves deeper cognitive processes than thinking alone8 so share what you learn with other people. By educating others about neuroplasticity and the power of the brain’s ability to adapt, you will entrench this belief system deeper into your mind. Explain the research that suggests that intelligence is not entirely determined by genetics, but instead can be molded and shaped by our environment and experiences. When other people demonstrate a fixed mindset, make an effort to challenge their belief system. In doing so, you will further develop your own growth mindset, which will be your secret weapon to making the right decision the next time you are faced with a challenging task.
In summary, to mobilize your intelligence you should not only adopt a growth mindset, but you should also be passionate about this idea and incorporate this belief system into your daily decisions. This way, when you are faced with the choice between an easy and challenging mental task, you will be more likely to pick the latter. In other words, a growth mindset will help you to choose the harder right versus the easier wrong.
1 Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House. 2006. Print.
2 Blackwell, Lisa, Trzesniewski, Kali, and Dweck, Carol. “Implicit theories of Intelligence Predict Achievement across Adolescent Transition: A longitudinal Study and an Intervention.” Child Development 78.1 (2007): 246-263.
3 Nisbett, Richard, E., Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane, F. Halpern, and Eric Turkheimer. “Intelligence: New Findings and Theoretical Developments.” American Psychologists 67.2 (2012): 130-159. Web.
4 Sternberg, Robert. “Intelligence, Competence, and Expertise.” The Handbook of Competence and Motivation. Edited by Elliot, Andrew, and Dweck, Carol. New York: Guilfold Press, 2005. 15-30. Print.
5 Wilhelm, Oliver, and Randall W. Engle. “Intelligence: A Diva and A Workhorse” Handbook of Understanding and Measuring Intelligence. Edited Wilhelm, Oliver, and Randall W. Engle. Thousand Oaks, California: Sage, 2005. 1-9. Web.
6 Mangels, Jennifer, A., Brady Butterfield, Justin Lamb, Catherine Good, and Carol S. Dweck. “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” SCAN 1 (2006): 75-86. Web.
7 Paunesku, D., G. M. Walton, C. Romero, E. N. Smith, D. S. Yeager, and C. S. Dweck. "Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement." Psychological Science 26.6 (2015): 784-93. Web.
8 Kauchak, Don, and Paul Eggen. Learning and Teaching: Research-Based Evidence. (3rd Ed.). Boston: Allyn and Bacon, 1998. Print.
