
Autism and Williams Syndrome
by Tager-Flusberg,HelenBuy New
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Summary
Table of Contents
Preface | |
Introduction | |
What promotes adaptive motivation? Four beliefs and four truths about ability, success, praise, and confidence | |
When failure undermines and when failure motivates: Helpless and Mastery-Oriented Responses | |
Achievement goals: Looking smart vs. learning | |
Is intelligence fixed or changeable? Stuedents' theories about their intelligence foster their achievement goals | |
Theories of intelligence predict (and create) differences in achievement | |
Theories of intelligence create high and low effort | |
Theories and goals predict self-esteem loss and depressive reactions | |
Why confidence and success are not enough | |
What is IQ and does it matter? | |
Believing in fixed social traits: Impact on social coping | |
Judging and labeling others: Another effect of implicit theories | |
Belief in the potential to change | |
Hoding and forming stereotypes | |
How does it all begin? Young children's theories about goodness and badness | |
Kinds of praise and criticism: The origins of vulnerability | |
Praising intelligence: More praise that backfires | |
Misconceptions about self-esteem and about how to foster it | |
Personality, motivation, development, and the self: Theoretical reflections | |
Final thoughts on controversial issues | |
Table of Contents provided by Publisher. All Rights Reserved. |
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