Laura Sanders explains how making a mark on your child is not what you think of when you say, “You’re so smart!”. Little do parents around the world know the effects on the way their kids think of themselves change as this three-word phrase makes waves across their school environment. Countries all around the world are developing experiments that test and record these children. In this experiment, 150 kids age 3 – 5 played a card game in which they had to guess if the number on the card was above or below six. When they got an answer right, the instructor told the child, “You are so smart” others, “You did very well this time,” and still, some were not praised at all. Next, the instructor left the next card out on the table, and left the room (a camera recording). Of children 3 years old who were not praised, or praised for their abilities, about 40% cheated. However, out of children who were praised for being, “smart” 60% cheated. These findings may lead to new teaching or parenting techniques, that encourage improvement, instead of cheating. Speech and connotation of words can heavily influence developing brains, and may lead to similar studies that will uncover more about this topic in the future. I think that in this day and age, parenting and teaching techniques are being adaptive to learners and kids specifically, and this is just one of the steps in that direction that will become a big part of making an “impression” on young minds. This is not only relevant in younger ages, but is extremely present in middle school and high school where competitiveness is a normality. For example, at Skinner North, our math class has tried to incorporate elements of this adaptive learning/complimenting system, and I think it has had a positive effect on the 7th grade, but as we have grown up in a school environment that always has one kid who is “smarter” than another, it has been difficult to change the mindset of middle schoolers. Also, the feedback that we get affects how we may perform. Not only is this shown in our performance at school, but may also affect our attitudes toward any difficult task, where our default mindset seems to take over.