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Rapamycin extends mouse lifespan 9–14%
NAD+ precursors reverse aging in humans
Blue-light glasses improve sleep quality
Walking 10 min after meals blunts glucose
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How to Master Growth Mindset to Improve Performance | Dr. David Yeager — Whalespan

Content›Video›How to Master Growth Mindset…

How to Master Growth Mindset to Improve Performance | Dr. David Yeager

Andrew Huberman2h 26m · 2024-04-15

Support Rate

87%

181 of 209 claims supported

Support rate

181 of 209 claims supported

181 supported28 partial / not

Claims from this content

78

✓Well SupportedAG1 is a vitamin, mineral, probiotic drink with adaptogens designed to meet foundational nutritional needs and provide insurance for adequate fruit and vegetable intake.✓Well SupportedAndrew Huberman drinks Athletic Greens twice a day, typically once in the morning and again in the afternoon or late afternoon, mixed with water and lemon or lime juice.✓Well SupportedAG1 is recommended as the single supplement to take for supporting physical health, mental health, and cognitive and physical performance by covering foundational nutritional bases.✓Well SupportedAG1 supports the gut microbiome, which in turn supports the immune system and the gut-brain axis, impacting mood, energy, focus, and overall mental and physical health.✓Well SupportedThe Waking Up app's features, such as convenient reminders and short meditation durations (1-5 minutes), make it easier to maintain a consistent meditation practice.

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A. Volkovreader

4h

Bookmarking — the dossier-vs-overview split is the right call. Most of the time I want overview; sometimes I want receipts.

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✓Well SupportedThe Waking Up meditation app offers meditation programs, mindfulness trainings, yoga nidra, and non-sleep deep rest protocols.

✓Well SupportedYoga nidra and NSDR practices involve long exhale breathing, body scans, and aiming to stay awake with the body relaxed, which teaches one how to fall asleep more easily.

✓Well SupportedCombining growth mindset principles with the understanding that stress and anxiety can be performance-enhancing may make growth mindset more visible and effective.

✓Well SupportedAdult women, on average, have higher testosterone than estrogen levels in ng/dL, but less than adult men.

✓Well SupportedMoney can buffer stress by enabling the purchase of goods and services that provide help.

✓Well SupportedA five-minute meditation session can be beneficial for brain and body function.

◐Partially SupportedGrowth mindset interventions showed long-run effects in high schools with supportive classroom cultures for low-achieving students.

◐Partially SupportedPlatforms like PubPeer allow for online evaluation of papers to find errors or question conclusions.

◐Partially SupportedTeenagers are more likely to engage in tedious math tasks when given a message emphasizing contribution to others.

◐Partially SupportedA short growth mindset intervention can lead to improved academic performance and increased likelihood of taking advanced math classes.

◐Partially SupportedTestosterone serves as a proxy for gonadal maturation in boys and girls, which is crucial for social aspects of brain development.

✓Well SupportedLabeling physiological responses to adrenaline as 'excitement' rather than 'fear' can lead to improved performance.

◐Partially SupportedReframing stress as a performance-enhancing resource can change physiological stress responses.

◐Partially SupportedPeople are more willing to take a risky gamble to prevent a loss than to achieve a mathematically equal gain.

◐Partially SupportedGrowth mindset interventions are most effective for individuals facing significant challenges within supportive environments.

◐Partially SupportedFraming tedious math as a skill to contribute to others, versus for grades or money, increases engagement and reduces distracting online activities in teenagers.

◐Partially SupportedPre-ejection period and skin conductance cannot distinguish between a positive challenge state and a negative threat state.

◐Partially SupportedDevices that detect stress cannot differentiate between positive challenge-type stress and negative threat-type stress.

◐Partially SupportedFocusing on what one can do or has done for others is a recommended strategy when experiencing or at risk of depression.

◐Partially SupportedReframing a stressor and one's response can lead to better outcomes.

◐Partially SupportedAppraising stressors as inevitably bad and one's response as always harmful leads to a threat cycle.

◐Partially SupportedThe prefrontal cortex is part of the limbic system.

◐Partially SupportedDavid Yeager's work on growth mindset has been published multiple times in Nature.

◐Partially SupportedA 10-minute narrative intervention can teach the lay theory that difficulty is not deterministic and that steps can be taken to improve outcomes.

◐Partially SupportedLay theories about adversity and effort shape an individual's interpretation of experiences and subsequent responses.

◐Partially SupportedThe affective regions of the brain train the prefrontal cortex regions, particularly in adolescence.

◐Partially SupportedThe planning and rational observing parts of the brain are responsive to what works in the individual's context for goal pursuit.

◐Partially SupportedWriting a story about oneself or others succeeding can build a growth mindset.

◐Partially SupportedSimply telling someone their brain is a muscle is insufficient to overcome stress, frustration, and confusion during challenging tasks.

◐Partially SupportedBrief interventions of 20-25 minutes can have positive effects lasting up to four years.

◐Partially SupportedOptimal performance requires high arousal matched by a belief in one's resources to meet that demand.

◐Partially SupportedBelieving one trait can change is associated with believing other traits can change and be developed.

◐Partially SupportedUnderstanding the autonomic nervous system's continuum from deep parasympathetic states to high sympathetic arousal can help individuals assess their optimal state for challenges.

◐Partially SupportedLife satisfaction and well-being are predicted by the meaning of one's life and the feeling of connection to others.

◐Partially SupportedFor interventions to have long-lasting effects, they must persuade individuals to adopt a different mindset and provide a mechanism for remembering and applying that mindset over time.

◐Partially SupportedThe mesolimbic reward pathways, which deploy dopamine, are strongly associated with striving and achieving and likely underlie human evolution.

◐Partially SupportedWithout intervention, individuals may not naturally develop a growth mindset or know what to look for to foster it.

◐Partially SupportedThe openness and willingness to self-improve is the underlying mechanism of a growth mindset.

◐Partially SupportedTeenagers often engage in obsessive practice for activities like playing guitar, gymnastics, or pro-social hacking, which requires significant learning and effort.

◐Partially SupportedGrowth mindset is the belief that abilities or potential in a domain can change, meaning that under the right conditions and with support, change is possible.

◐Partially SupportedThe human drive to learn and grow is inherent to our species and may be a defining characteristic that sets us apart from other animals.

◐Partially SupportedMeditation practice can become difficult to maintain during stressful periods, which are precisely when it is most needed.

◐Partially SupportedGoal pursuit is fundamental to human nature and the brain is designed to adapt and improve goal pursuit to help humans survive in their environment.

◐Partially SupportedWhen individuals are in a supportive context that allows them to act on their love of learning, long-term positive effects can be observed, even in disadvantaged contexts.

◐Partially SupportedThe brain's capacity for growth and strengthening, analogous to muscle growth, is a key concept, but the immediate feedback mechanisms differ from physical exercise.

◐Partially SupportedThe term 'stress' is often conflated with 'stressor' and 'stress response'.

◐Partially SupportedAffective regions of the brain often act as the teacher, with the prefrontal cortex as the student, contradicting the view of the prefrontal cortex taming emotions.

◐Partially SupportedThe belief that physiological arousal is a sign of impending failure is termed a 'stress is debilitating belief'.

◐Partially SupportedInterpreting physiological arousal negatively can lead to a metacognitive loop that hinders performance.

◐Partially SupportedPhysiological stress responses like a racing heart, sweaty palms, and butterflies in the stomach can be interpreted to support performance.

◐Partially SupportedStudents view negative criticism as teacher care when accompanied by clear communication of high standards and high support.

◐Partially SupportedHigh schools with multiple status hierarchies are associated with better adjustment than those with a single dominant hierarchy.

◐Partially SupportedStress arousal from positive challenges is physiologically indistinguishable from threat-based stress by standard wearable devices.

◐Partially SupportedSeventh graders are approximately twice as likely to implement critical feedback on essays when a brief invocation of high standards and high support is included.

?Limited ResearchDoing things out of love may lead to faster learning compared to doing things out of fear.

◐Partially SupportedReframing intense stress and worry as a resource can help individuals cope physiologically.

◐Partially SupportedA threat-type stress response is an evolutionary inheritance from the sympathetic nervous system's function of survival against physical threats.

◐Partially SupportedA steep upward slope in an individual's testosterone increase during adolescence predicts greater striving in a given practice.

◐Partially SupportedTestosterone levels in both boys and girls increase from age 10 to 25, and the rate of this increase is equally predictive of neural reactivity during risk-taking tasks for both sexes.

◐Partially SupportedWriting exercises about simple ideas like 'frustration, things can change, then they got better' can increase the likelihood of individuals recognizing this pattern in the real world.

◐Partially SupportedUnlike physical exercise, mental work and learning often lead to an immediate assumption of doing it wrong when experiencing confusion or overwhelm.

◐Partially SupportedFraming tedious survey work as a 'save the world' effort can motivate undergraduates to pay close attention.

◐Partially SupportedWise interventions involve presenting new scientific information, sharing stories from similar individuals, and asking participants to author their own narrative about struggle and self-doubt.

◐Partially SupportedThe human brain may have an innate drive to strive that can be activated by hardwired systems masked by daily life.

◐Partially SupportedAn appropriate level of difficulty for learning is approximately 15% challenge.

◐Partially SupportedProviding individuals with a different story or narrative can be an effective way to alter their underlying lay theories and the meaning they derive from experiences.

◐Partially SupportedModern social stressors like bullying or professional criticism can evoke the same physiological threat response as physical stressors.

◐Partially SupportedDeveloping a reliable jump shot in basketball can extend a player's career and provide long-term financial benefits.

◐Partially SupportedEngaging brain circuits underlying growth mindset behaviors can lead to better decision-making and behavior.

◐Partially SupportedGrowth mindset is a transferable algorithm that can be applied to different pursuits.

◐Partially SupportedIn a threat-type stress response, the body assumes a physical fight will be lost, leading to physiological changes.

◐Partially SupportedInterventions can alter the perception of resources, shifting a response from threat-based to challenge-based.

◐Partially SupportedThe appraisal of a stressor, not the stressor itself, determines the stress response.