Sentence examples for type of praise from inspiring English sources

Researchers have found that the type of praise children receive drives the type of feedback they seek out themselves.

tests and then, after receiving one type of praise or the other, were asked to solve difficult puzzles.

Indeed, Johnson offered the beleaguered McCourt the type of praise that, of late, he probably could not find outside his own court filings.

"Asian-American actors rarely get that type of praise and theres so much talent out there, we want to show that to the world".

The trouble with this type of praise, Dr. Shefali says, is that it is fear-based, meaning that these words carry with them an undertone suggesting that anything having to do with the opposite is disappointing.

This type of praise can certainly go to your head - and lead to what I call an "unchecked ego" - so I have to take a step back and remind myself of my smallness.

When Dweck and Claudia Mueller evaluated the effects of various types of praise on fifth graders' academic performance, they found that children who had been praised for their intelligence — as opposed to their effort and problem-solving strategies — not only performed worse on subsequent problems but became less persistent in the face of failure, chose easier tasks, and enjoyed their work less.

On the basis of psychology research on praise and attribution, this study investigated the effects of two types of computer praise (ability praise and effort praise) on 384 elementary school students who exhibited one of three types of attribution orientations (high ability attribution, effort attribution, and low internal attribution) while playing two computer-based games.

There are four types of praises - friends and family, former boss, co-workers, and customer.

Another danger with this type of misguided praise is that it ties the child's worth to a qualitative aspect.

The findings show that different types of computer praise, different attribution orientations, and different natures of games made a difference in the way the participants (1) appreciated the design of the program, (2) made self-serving attribution for their performance, (3) evaluated their performance, and (4) chose game-playing strategies.