Friday, November 5, 2010

Como funciona um diferencial

Não subestime os mais velhos...

Procurando uma imagem sobre o funcionamento de um diferencial, acabei encontrando esse vídeo, de 1937. Não se deixe surpreender pela data. O vídeo é sensacional, incrivelmente didático. Fico imaginando o que os criadores dele fariam com os recursos de hoje.

Alguns acharam ridículas as sequências com as motos e as pessoas correndo no final, mas pense nisso no contexto da época, sem animações computadorizadas ou coisa do tipo, e o criador conseguiu ilustrar muito bem a necessidade e o funcionamento do diferencial com ele.



Thursday, November 4, 2010

Counterinsurgency: After smart weapons, smart soldiers

After smart weapons, smart soldiers


REBELLION is as old as authority itself, and so therefore is the business of putting it down. Nearly 2,000 years ago Jewish militants—known as Zealots, hence the English word—took up arms against the world's greatest power and terrorised those deemed collaborators. The Romans dealt with the revolt in Palestine in familiar fashion, laying waste any town that resisted, prompting many to commit suicide rather than suffer capture and, in 70AD, destroying the great Temple in Jerusalem and taking its treasures. “While the holy house was on fire,” records Josephus, “everything was plundered that came to hand, and ten thousand of those that were caught were slain...children and old men, and profane persons and priests, were all slain in the same manner.”

Modern Western armies cannot, as the Romans did, make a wasteland and call it peace. Modern wars are complex affairs conducted “among the people” and, as Sir Richard Dannatt, head of the British army, put it recently, “in the spotlight of the media and the shadow of international lawyers”. In Iraq in the 1920s, Britain's air force pioneered the use of “air policing” to put down rebellious tribesmen on the cheap; today the use of air power often carries big political costs. The greater the accuracy of modern weapons, the louder the outcry when they nonetheless kill or wound civilians. And the wider the reach of the internet, the bigger the impact of propaganda videos showing insurgent attacks against Western forces, regardless of civilian casualties. The British who fought the Mahdist religious rebels in Sudan in the 19th century had no need to worry about provoking attacks in London; today such a campaign would be seen as another front in the jihadagainst the West.


Many others, though, regard today's conflicts as variations on age-old irregular warfare, not least Mao Zedong's “protracted war” in China, the Spanish guerrilla attacks against Napoleon's forces in Spain, or even America's war of independence from Britain. Whatever the definition, “small wars” can have big effects. In the past six decades the British have been driven out of Palestine, the French from Algeria, the Americans (and French) from Vietnam, the Russians from Afghanistan and the Israelis from Lebanon.

Can America and its Western allies avoid similar humiliation in Iraq and Afghanistan? Martin van Creveld, an Israeli military historian, argues that insurgencies have been almost impossible to defeat ever since Nazi Germany failed to suppress Josip Broz Tito's partisans in Yugoslavia. Winning such wars requires one of two tactics: extreme restraint and patience, as shown by the British over nearly 38 years in Northern Ireland; or extreme brutality, as shown by Syria in 1982 when the army destroyed much of Hama, a stronghold of Islamist rebels, killing at least 10,000 people. Any other method, says Mr van Creveld, risks being too harsh to win the support of the population but not harsh enough to cow it into submission.

This rule is too stark. Experts point to successes such as the end of the insurgency in El Salvador, the collapse of the Shining Path rebels in Peru, the end of the civil wars in Mozambique and Angola, the demise of the Red Brigades in Italy and of the Red Army Faction in Germany. Much of this debate revolves around the meaning of victory and defeat, as well as the definition of counter-insurgency, civil war, counter-terrorism and so on. One school of thought holds that America's forces had largely defeated the Vietcong in Vietnam when its politicians lost the will to stop North Vietnam's conventional army from overrunning the south. That is to miss the point: in counter-insurgency one side can win every battle, yet lose the war.


LESSONS UNLEARNT


Such arguments are a hot topic at Western military colleges, especially in America. More has been written on counter-insurgency in the past four years than in the previous four decades. The study of small wars was largely abandoned by the United States army in the 1970s as commanders promised “no more Vietnams” and concentrated instead on how to defeat the massed Soviet armies. America's humiliating retreats from Lebanon in 1983 and Somalia in 1994 convinced many Americans that, as Colin Powell, a former general (and later secretary of state), once put it, America should not get involved in “half-hearted warfare for half-baked reasons”. The swift ejection of Iraq's forces from Kuwait in 1991 reinforced such beliefs. Counter-insurgency became a secondary task undertaken mainly by American special forces, which sometimes offered training to friendly governments.


Given the difficulties in Iraq and Afghanistan, American officers are relearning the history of their own interventions in Latin America and, more important, the lessons of British imperial policing. Why, American experts asked, did Britain succeed against communist revolutionaries in Malaya in the 1950s, whereas America failed to defeat the communists in Vietnam in the 1960s and 1970s?

In his 2002 book “Learning to Eat Soup with a Knife” (a title drawn from T.E. Lawrence's “Seven Pillars of Wisdom”, describing the messiness of waging “war upon rebellion”), John Nagl, an American lieutenant-colonel, concluded that British soldiers were better than the Americans at learning from their mistakes. General Sir Gerald Templer, the British high commissioner in Malaya, argued that “the shooting side of the business” was only a minor part of the campaign. Coining a phrase, he suggested that the solution “lies not in pouring more troops into the jungle, but in the hearts and minds of the people”. In contrast, says Colonel Nagl, the Americans in Vietnam remained wedded to “unrestrained and uncontrolled firepower”, despite some work with small units that were deployed in border villages and civil-military reconstruction projects.

British officers are less impressed, saying their predecessors often repeated their errors. During the troubles in Northern Ireland, the arrival of British troops in 1969 was at first welcomed by Roman Catholics. But the army's heavy-handed methods, such as large cordon-and-search operations and the shooting of 13 civilians on Bloody Sunday in 1972, pushed many Catholics into the arms of the Provisional Irish Republican Army.

In any event, the American army and marines have produced a new counter-insurgency manual. One of its authors, General David Petraeus, is now in charge of the “surge” in Iraq. It may be too late to turn Iraq round, and Afghanistan could slide into greater violence. But the manual offers some comfort: it says counter-insurgency operations “usually begin poorly”, and the way to success is for an army to become a good “learning organisation”.

According to Mao's well-worn dictum, guerrillas must be like fish swimming in the “water” of the general population. T.E. Lawrence, helping to stir up the Arab revolt against Turkish rule during the first world war, described regular armies as plants, “immobile, firm-rooted, nourished through long stems to the head”. Guerrillas, on the other hand, were like “a vapour”. A soldier, he said, was “helpless without a target, owning only what he sat on, and subjugating only what, by order, he could poke his rifle at”.

Western armies have unsurpassed firepower, mobility and surveillance technology. Guerrillas' main weapons are agility, surprise, the support of at least some sections of the population and, above all, time. The warren of Iraqi streets and the fortified compounds of Afghanistan compensate for the insurgents' technological shortcomings. The manual, however, attempts to change the army mindset: in fighting an enemy “among the people”, it says, the central objective is not to destroy the enemy but to secure the allegiance of the citizenry. All strands of a campaign—military, economic and political—have to be strongly entwined.

Much of this thinking is drawn from the British experience in Malaya, but conditions today are vastly different. In Templer's day, securing “hearts and minds” did not mean just acting with kindness to win the people over; it also included coercion. Hundreds of thousands of ethnic Chinese, among whom the insurgents mainly operated, were uprooted and moved into guarded camps known as “new villages”, where they were offered land. If the British could not find the fish, they resorted to removing the water.

They also sought to starve insurgents by restricting supplies of food to the population. In some areas rations of rice were handed out in cooked form so they would spoil before they could reach fighters in the jungle. Such measures are unthinkable today. Even the building of separation walls to reduce sectarian killings in Baghdad arouses Iraqi opposition. Checkpoints and curfews now have limited impact.

Templer was both the civil and the military boss. He emphasised policing rather than military operations, and the use of indigenous forces. The majority Malay population largely supported the British. In a peninsula, the borders were relatively well controlled and the rebels had few external sources of support. Above all, the British had full sovereignty over Malaya. They could undercut the insurgents' claim to be fighting colonialism by guaranteeing equal rights, and by promising—and eventually granting—independence.

By contrast, the borders of Iraq and Afghanistan are permeable. Some neighbours are either hostile to the West (Iran) or unable to remove insurgent havens (Pakistan). The powers of America's Coalition Provisional Authority in Iraq lasted a year, long enough for America to make egregious errors, such as disbanding the Iraqi army and removing former Baathists, but not long enough to correct them.


DISCONTINUITY OF COMMAND


In Iraq the American effort is split between the military operations overseen by the generals and the civil and political work conducted by the embassy. In Afghanistan leadership is even more divided. There are two separate Western military commands—the NATO-led International Security Assistance Force, which provides the bulk of the troops, and the American-led Operation Enduring Freedom, which concentrates on hunting “high-value targets”. Alongside these are a myriad of poorly co-ordinated reconstruction agencies.

Coalitions add further complications. Britain, America's only ally of any military significance in Iraq, is slowly leaving. And in Afghanistan, where boots on the ground are in short supply, NATO is wobbly. Many allies refuse to join a fight that has been waged mainly by American, British and Canadian forces, and several are under domestic pressure to bring their troops home. Overt colonialism has died, and with it have gone the large colonial armies. Counter-insurgency requires large numbers of security forces. But the West's all-volunteer forces have progressively cut expensive manpower in favour of technology. They have become infinitely better at finding and destroying things; but the best source of intelligence on the ground is often the soldier on the street with his “Eyeball mark-1”.

Nationalist and pan-Islamic sentiments are much stronger than in the past. Information technology has helped jihadists spread the “single narrative” that Muslims everywhere are under attack, a contention reinforced by America's rhetoric about the “global war on terror”. The internet provides a new and unassailable sanctuary from which to propagandise, organise and share tactics.

Still, the generals plead for more time. They point to Iraq's Anbar province, where Sunni tribes are turning against al-Qaeda. In Afghanistan, says Britain's General Dannatt, “strategic patience” is essential. American officers quote internal studies showing that it takes nine years on average (and often much longer) to defeat insurgencies. Yet perseverance is no guarantee of victory; many campaigns have taken as long, if not longer, to lose.

A growing body of opinion, both in the Pentagon and outside, has concluded that insurrections are best fought indirectly, through local allies. “It is extremely difficult for Western powers to defeat insurgencies in foreign countries in modern times,” says Max Boot, author of “War Made New” (2006). “At the same time, there are very few instances of insurgencies overthrowing a local government. The problem is that Western armies lose the will to maintain imperial domination.” Western forces always have the option of going home; for local governments, though, fighting insurgents is a matter of survival.

A better model than Malaya, argues Mr Boot, is the end of the Marxist insurrection in El Salvador in 1992. American forces did not lead the fighting. Instead, a small contingent of under 100 advisers from America's special forces helped the democratising government reorganise its army and avoid the fate of nearby Nicaragua, which fell to the Sandinistas in 1979. This approach has its own difficulties: America's reputation was tarnished by right-wing Salvadorean death-squads. In the end it was external political factors—the demise of the Sandinistas in Nicaragua, partly caused by an American-backed insurgency, and the collapse of the Soviet Union—that helped bring about a settlement and the incorporation of the guerrillas into a new-found democracy.

David Kilcullen, an Australian colonel and General Petraeus's main adviser on counter-insurgency, says fighting insurgencies in other people's countries is hard. “Running Baghdad is not like trying to police New York City; it's like the Iraqi police trying to run New York City.” Tellingly, he says, Indonesian forces successfully put down an insurrection by the Islamist Darul Islam movement in the 1950s and early 1960s, but could not quell the resistance to their annexation of East Timor.

The dilemma for Western forces in Iraq and Afghanistan is that, though they may lack the wherewithal to win, the national governments they seek to help are unable to stand up on their own. At best, Western armies can create the political space to build viable governments. But this has proved difficult enough even where the fighting has stopped and the main political forces have been co-operative (or at least acquiescent)—as in Bosnia and East Timor. It may be impossible under sustained fire.


MORE BRAIN, LESS BRAWN


Although most armies have now relearnt the limits of force and the importance of the “comprehensive approach”, commanders complain that other branches of government have not. In a recent article, General Peter Chiarelli, an adviser to Robert Gates, America's secretary of defence, says more money has to be spent not on the Pentagon but on the “non-kinetic aspects of our national power”. He recommends building up the “minuscule” State Department and USAIDdevelopment agency (so small it is “little more than a contracting agency”), and reviving the United States Information Agency.

As the American army expands, some thinkers, such as Colonel Nagl, say it needs not just more soldiers—nor even linguists, civil-affairs officers and engineers—but a fully fledged 20,000-strong corps of advisers that will train and “embed” themselves with allied forces around the world. The idea makes army commanders blanch, but they do not question the underlying assumption. Insurgencies may be the face of war for the West in the years ahead. Even if America cannot imagine fighting another Iraq or Afghanistan, extremists round the world have seen mighty America's vulnerability to the rocket-propelled grenade, the AK-47 and the suicide-bomber.

The Economist

Wednesday, November 3, 2010

Ineficácia Militar Árabe

Ineficácia militar árabe

Os árabes são o povo que talvez mais consistentemente envolveu-se em conflitos armados e mais consistentemente sofreu derrotas. Nos conflitos modernos isso é uma constante. As vitórias, até o século X, devem-se muito mais ao fato de enfrentarem inimigos enfraquecidos e pelo seu conhecimento do deserto do que a qualquer outra coisa.

Um dos livros mais interessantes sobre história e estratégia militar que li nos últimos tempos busca responder esta questão. O livro é o "Arabs at War, Millitary Effectiveness, 1948-1991", Kenneth M. Pollack.

Desde a segunda guerra mundial, o Oriente Médio foi provavelmente a região mais conturbada, quase todos os conflitos com envolvimento dos árabes em alguma escala, e em todos eles a ineficácia surpreende. Alguém pode observar o histórico militar de Egito, Iraque, Arábia Saudita, Jordânia, Líbia e Síria, em combate com israelenses, europeus, americanos, persas, curdos, africanos, e até entre eles mesmos, e é sempre impressionante como atuam com ineficácia de maneira bem consistente, independente do adversário e das condições.

Dois exemplos extremos tanto em caso de vitória quanto derrota são a Síria na Guerra do Yom Kipur, e o Iraque no conflito com o Irã, e o final decisivo do conflito entre Líbia e Chade no norte do país em 1987-1988.

A ofensiva da Síria contra as forças israelenses no Golan em 1973 é comparável em disparidade à Operação Bagration pela URSS contra as tropas da Alemanha na Bielorússia durante a segunda guerra mundial. Um exército de veteranos defendendo linhas bem estabelecidas e fortificadas contra uma ofensiva massiva de surpresa com grande superioridade numérica. Os soviéticos tiveram sua maior vitória, enquanto os sírios tiveram sua pior derrota em condições de superioridade similares.

O Iraque passou praticamente uma década enfrentando o Irã com grande superioridade numérica e tecnológica, mas só conseguiu uma vitória em 1988 usando armas químicas em larga escala, matando cerca de 20,000 soldados iranianos, quase 1/5 das forças, e criando forças locais com disparidade de até 30 para 1 em relação aos iranianos.

No Chade, depois que os líbios perderam seu apoio entre os dissidentes chadianos, ainda contavam com decisiva vantagem numérica e tecnológica. Os chadianos não tinham tanques, blindados, aviões e artilharia, e não sabiam usar bem o pouco equipamento de infantaria que tinham. O único armamento pesado e transporte de que dispunham eram pick-ups Toyota com mísseis antitanque Milan fornecidos pela França na última hora, e confiavam na força aérea francesa e stingers fornecidos pelos EUA para defender-se dos líbios. Mesmo com a vantagem em todos os aspectos, os líbios sofreram uma derrota completa no norte do país. A principal base foi abandonada com muito equipamento ainda funcionando, soldados líbios morriam ao fugir pelos próprios campos minados, e a força aérea líbia tinha de destruir o próprio equipamento para evitar que fosse utilizado pelo inimigo.

Ou seja, independente do oponente e de vitória ou derrota, as forças árabes sempre atuam com muito menos eficácia do que esperado para seu número, equipamento e posição. Qual o real motivo disso?

Eu nunca havia pensado muito a fundo no assunto, e por conhecer melhor o conflito árabe-israelense, aceitava a explicação de cada guerra em particular, sem me preocupar muito nisso como característica dominante. Agora li um livro que trata especificamente do assunto, falando dos diversos conflitos e achei que valia a pena enumerar algumas das explicações que achei mais relevantes para discussão. Algumas das explicações auxiliam até a entender melhor outros conflitos.


1. O argumento mais óbvio é o treinamento das tropas. Alguns dos pontos dele são relevantes para outros argumentos. Como a maioria dos países árabes são monarquias e/ou ditaduras, a maior parte das forças armadas recebe um treinamento voltado para lidar mais com problemas internos, manifestações, tentativas de golpe e revoluções, do que uma operação militar convencional. Alguns analistas argumentam que o treinamento não é só inapropriado, mas inadequado mesmo. Na Guerra do Yom Kipur os egípcios treinaram por anos para fazer a mesma coisa, e fizeram bem feito quando era exatamente como esperava, mas não conseguiram fazer mais nada direito quando saiu dos planos.

2. Outro problema relacionado é que pelo fato da maioria desses países serem monarquias e/ou ditaduras muitos oficiais são apenas indicados, não chegando à posição por competência. Adicionalmente, por medo de um golpe de estado vindo dos militares, muitas indicações são feitas para deliberadamente gerar algum atrito e evitar uma união que levaria a isso. Esse atrito acaba indo para o campo de batalha também e elimina qualquer iniciativa. Soldados e oficiais preferem falhar do que tomar decisões por conta própria. Qualquer assunto militar é considerado segredo e oficiais são transferidos de forma imprevisível antes de poder formar alianças. Essa característica também presente na URSS acabou reforçada pelo envolvimento com os soviéticos pela maioria dos países árabes.


3. Isso gera um outro problema pois leva o conflito de classes que existe na sociedade para o campo de batalha, gerando hostilidades entreos homens . Para os homens de nível social baixo que ingressam nas forças armadas buscando oportunidades de ascenção social, um oficial indicado ao cargo representa uma ofensa. Pelo outro lado, a mesma discriminação social que haveria na sociedade civil acaba havendo entre o oficial indicado e seus homens. Isso é comum no Egito, onde há muitos relatos de oficiais que, sem nenhum laço com seus homens, simplesmente os abandonam no campo de batalha. Liderança não é considerada uma disciplina a ser aprendida, mas apenas assume-se que um oficial vindo de uma classe social superior seja um líder nato. O conflito entre oficiais também é constante por razões semelhantes, existindo uma disputa, e não há o mesmo grau de confiança que existe entre militares ocidentais.


4. A consequência mais óbvia desses três argumentos é a pouca coesão dos árabes em pequenas formações, a incapacidade de permanecer juntos e continuar a combater como grupo no calor da batalha, algo essencial na guerra moderna. Esse é o principal argumento que eu conhecia, porque é geralmente usado pelos militares israelenses. Desde a Campanha do Sinai em 1956, ficou claro para os israelenses como as unidades árabes perdiam sua coesão e deixavam cada homem por si ao sofrer ataques precisos e inesperados, algo que até ajudou a moldar a doutrina militar israelense a combater dessa forma.

5. Como muitos oficiais acabam chegando ao cargo por indicação, sem competência para tal, mesmo que permaneçam com as tropas, uma liderança tática rápida e eficiente é crucial para a eficácia nas guerras modernas, exigindo uma descentralização do comando e sub-oficiais competentes que consigam se adaptar com iniciativa e rapidamente às situações e conduzir tudo com fluidez. Isso é evidente em particular na Guerra do Yom Kippur, em que devido à surpresa adicional vê-se que tanto os Egípcios quanto Sírios lutaram com eficácia enquanto seguiam os planos originais, mas o nível despencou depois do ponto em que a reação israelense começou a ganhar momento e as decisões tinham que ser mais rápidas.


6. Outro ponto é a ineficácia dos árabes em adquirir informações sobre o inimigo e repassá-las eficientemente através da cadeia de comando. Não raro, em várias guerras, informações são deliberadamente distorcidas ou fabricadas para exagerar sucessos e ocultar falhas, principalmente por medo de represálias. Isso foi muito comum na guerra Irã-Iraque e na Guerra dos Seis Dias, chegando até mesmo ao topo da hierarquia. Difícil saber até onde foi fanfarronice e até onde foi falha de inteligência, mas por exemplo, a Jordânia chegou a lançar ataques fadados ao fracasso porque Egito anunciava que seus aviões já estavam bombardeando Tel Aviv quando na verdade foram destruídos no chão.


7. Muitos dos países árabes tem um nível educacional muito abaixo daquele dos países que lhes fornecem equipamento militar, e hoje as guerras dependem muito mais do conhecimento e manuseio eficaz dos equipamentos. Operar um tanque ou avião da segunda guerra mundial parece brincadeira de criança perto de todos os equipamentos computadorizados dos tanques e aviões modernos. Um argumento usado para explicar a ineficácia dos árabes em conflitos que dispõe de grande superioridade tecnológica, é não conhecer e explorar toda a capacidade dos equipamentos que dispõe devido às deficiências educacionais e ao treinamento inadequado. O nível de segredo e a paranóia constante que impera sobre todos os assuntos militares também impede a descentralização de manutenção e reparos de equipamentos, algo essencial nas guerras modernas.

Todos esses fatores, e outros que não foram comentados, culminam em uma esfera de ineficácia em todos os aspectos, desde o alto comando até o último soldado. Governantes impedem interação e treinamentos conjuntos entre as forças por medo de golpes, comandantes tentam microgerenciar qualquer aspecto das suas forças com medo de delegar autoridade, oficiais vêem soldados com desprezo e não se importam com eles e vice-versa.

Essas técnicas podem funcionar para manter uma ditadura, mas não para enfrentar um inimigo externo ou para sustentar uma democracia, daí a dificuldade em implantá-la nesses lugares.

Sunday, October 17, 2010

Médico americano afirma que a pesquisa com animais atrasa o avanço do desenvolvimento de remédios


 
16/10/2010 - 00:55
 

Especial VEJA

“A pesquisa científica com animais é uma falácia”, diz o médico Ray Greek

Médico americano afirma que a pesquisa com animais atrasa o avanço do desenvolvimento de remédios

Marco Túlio Pires
"As drogas deveriam ser testadas em computadores, depois em tecido humano e daí sim, em seres humanos. Empresas farmacêuticas já admitiram que essa será a forma de testar remédios no futuro."
Arquivo Pessoal
Ray Greek
Ray Greek
Há 20 anos, Ray Greek abandonou o consultório para convencer a comunidade científica de que a pesquisa com animais para fins médicos não faz sentido. Greek é autor de seis livros, nos quais, sem recorrer a argumentos éticos ou morais,  tenta explicar cientificamente como a sua posição se sustenta. Em 2003 escreveu Specious Science: Why Experiments on Animals Harm Humans (Ciência das Espécies: Por que Experimentos com Animais Prejudicam os Humanos, ainda não publicado no Brasil) e o mais recente em 2009: FAQs About the Use of Animals in Science: A Handbook for the Scientifically Perplexed(Perguntas e Respostas Sobre o Uso de Animais na Ciência: Um Manual Para os Cientificamente Perplexos). Ele garante que sua motivação não é salvar os animais, mas analisar dados científicos.  
Além disso, Greek uniu esforços com outros médicos americanos e fundou a Americans for Medical Advancement, uma organização sem fins lucrativos que advoga métodos alternativos ao modelo animal. Em entrevista para VEJA, ele diz porque, na opinião dele, a pesquisa com animais para o desenvolvimento de remédios não é necessária.
O senhor seria cobaia de uma pesquisa que está desenvolvendo algum remédio?
Claro. Se a pesquisa estivesse sendo conduzida eticamente eu seria voluntário. Milhares de pessoas fazem isso todos os dias. Por vezes elas doam tecido para que possamos aprender mais sobre uma doença, em outros momentos ingerem novos remédios para o tratamento de doenças na esperança que a nova droga apresente alguma cura.

E se o medicamento nunca tivesse sido testado em animais?
A falácia nesse caso é de que devemos testar essas drogas primeiro em animais antes de testá-las em humanos. Testar em animais não nos dá informações sobre o que irá acontecer em humanos. Assim, você pode testar uma droga em um macaco, por exemplo, e talvez ele não sofra nenhum efeito colateral. Depois disso, o remédio é dado a seres humanos que podem morrer por causa dessa droga. Em alguns casos, macacos tomam um remédio que resultam em efeitos colaterais horríveis, mas são inofensivos em seres humanos. O meu argumento é que não interessa o que determinado remédio faz em camundongos, cães ou macacos, ele pode causar reações completamente diferentes em humanos. Então, os teste em animais não possuem valor preditivo. E se eles não têm valor preditivo, cientificamente falando, não faz sentido realizá-los.

Mas todos os remédios comercializados legalmente foram testados em animais antes de seres humanos. Este não é um caminho seguro?
Definitivamente não. As estatísticas sobre o assunto são diretas. Inclusive, muitos cientistas que experimentam com animais admitiram que eles não têm nenhum valor preditivo para humanos. Outros disseram que o valor preditivo é igual a uma disputa de cara ou coroa. A ciência médica exige um valor que seja de pelo menos 90%. 

Esses remédios legalmente comercializados e que dependeram de pesquisas científicas com animais já salvaram milhões de vidas...
A indústria farmacêutica já divulgou que os remédios normalmente funcionam em 50% da população. É uma média. Algumas drogas funcionam em 10% da população, outras 80%. Mas isso tem a ver com a diferença entre os seres humanos. Então, nesse momento, não temos milhares de remédios que funcionam em todas as pessoas e são seguros. Na verdade, você tem remédios que não funcionam para algumas pessoas e ao mesmo tempo não são seguros para outras. A grande maioria dos remédios que existe no mercado são cópias de drogas que já existem, por isso já sabemos os efeitos sem precisar testar em animais. Outras drogas que foram descobertas na natureza e já são usadas por muitos anos foram testadas em animais apenas como um adendo. Além disso, muitos remédios que temos hoje foram testados em animais, falharam nos testes, mas as empresas decidiram comercializar assim mesmo e o remédio foi um sucesso. Então, a noção de que os remédios funcionam por causa de testes com animais é uma falácia. 
 
Se isso fosse verdade os cientistas já teriam abandonado o modelo animal. Por que isso não aconteceu ainda? 
Porque o trabalho deles depende disso. Nos Estados Unidos, a maior parte da pesquisa médica é financiada pelo Instituto Nacional de Saúde [NIH, em inglês]. O orçamento do NIH gira em torno de 30 bilhões de dólares por ano. Mais ou menos a metade disso é entregue a pesquisadores que realizam experimentos com animais. Eles têm centenas de comitês e cada comitê decide para onde vai o dinheiro. Nos últimos 40 anos, 50% desse dinheiro vai, anualmente, para pesquisa com animais. Isso acontece porque as próprias pessoas que decidem para onde o dinheiro vai, os cientistas que formam esses comitês, realizam pesquisas com animais. O que temos é um sistema muito corrupto que está preocupado em garantir o dinheiro de pesquisadores versus um sistema que está preocupado em encontrar curas para doenças e novos remédios.

Onde estaria a medicina se não fosse a pesquisa com animais?
No mesmo lugar em que ela está hoje. A maioria das drogas é descoberta utilizando computadores ou por meio da natureza. As drogas não são descobertas utilizando animais. Elas são testadas em animais depois que são descobertas. Essas drogas deveriam ser testadas em computadores, depois em tecido humano e daí sim, em seres humanos. Empresas farmacêuticas já admitiram que essa será a forma de testar remédios no futuro. Algumas empresas já admitiram inúmeras vezes em literatura científica que os animais não são preditivos para humanos. E essas empresas já perderam muito dinheiro porque cancelaram o desenvolvimento de remédios por causa de efeitos adversos em animais e que não necessariamente ocorreriam em seres humanos. Foram bilhões de dólares perdidos ao não desenvolver drogas que poderiam ter dado certo.

Como as pesquisas deveriam ser conduzidas?
Deveríamos estar fazendo pesquisa baseada em humanos. E com isso eu quero dizer pesquisas baseadas em tecidos e genes humanos. É daí que os grandes avanços da medicina estão vindo. Por exemplo, o Projeto Genoma, que foi concluído há 10 anos, possibilitou que muitos pesquisadores descobrissem o que genes específicos no corpo humano fazem. E agora, existem cerca de 10 drogas que não são receitadas antes que se saiba o perfil genético do paciente. É assim que a medicina deveria ser praticada.  Nesse momento, tratamos todos os seres humanos como se fossem idênticos, mas eles não são. Uma droga que poderia me matar pode te ajudar. Desse modo, as diferenças não são grandes apenas entre espécies, mas também entre os humanos. Então, a única maneira de termos um suprimento seguro e eficiente de remédios é testar as drogas e desenvolvê-las baseados na composição genética de indivíduos humanos. Para se ter uma ideia, a modelagem animal corresponde a apenas 1% de todos os testes e métodos que existem. Ou seja, ela é um pedaço insignificante do todo. O estudo dos genes humanos é uma alternativa. Quando fazemos isso, estamos olhando para grandes populações de pessoas. Por exemplo, você analisa 10.000 pessoas e 100 delas sofreram de ataque cardíaco. A partir daí analisamos as diferenças entre os genes dos dois grupos e é assim que você descobre quais genes estão ligados às doenças do coração. E isso está sendo feito, porém, não o bastante. Há também a pesquisa in vitro com tecido humano. Virtualmente tudo que sabemos sobre HIV aprendemos estudando tecido de pessoas que tiveram a doença e por meio de autópsias de pacientes. A modelagem computacional de doenças e drogas é outra saída. Se quisermos saber quais efeitos uma droga terá, podemos desenvolvê-la no computador e simular a interação com a célula.

Mas ainda não temos informações suficientes para simular o corpo humano no computador...
Temos sim. Não temos informações suficientes para criar 100% do corpo humano e isso não vai acontecer nos próximos 100 anos. Mas não precisamos de toda essa informação. O que precisamos é saber como e do que um receptor celular é constituído — isso já sabemos — e a partir daí podemos desenvolver, no computador, remédios baseados nas leis da química que se encaixem nesses receptores. Depois disso, a droga é testada em tecido humano e depois em seres humanos. Antes disso acontecer, contudo, muitos testes são feitos in vitro e em tecidos humanos até chegar em um voluntário humano.

Um computador não é um sistema vivo completo. Como é possível garantir que essa droga, que nunca foi testada em animais, não será nociva aos seres humanos?
A falácia nesse argumento é que os macacos e camundongos, por exemplo, são seres vivos, mas não são seres humanos intactos. E esse argumento seria muito bom, se ele não fosse tão ruim. Drogas são testadas em macacos e camundongos intactos por quase 100 anos e não há valor preditivo no sentido de dizer quais serão os efeitos da droga no ser humano. O que essas pesquisas têm feito, na verdade, é verificar o que essas drogas causam em macacos e em seres humanos separadamente e não há relação. Por isso, o que dizem é meramente retórico, não há nenhuma base científica.

O senhor já fez experimentos com animais. O que o fez mudar de ideia?
Meu posicionamento mudou apenas uma década depois que terminei a faculdade de medicina. Minha esposa é veterinária e comecei a notar como tratávamos nossos pacientes de maneira muito diferente. Comecei a notar também que alguns remédios funcionam muito bem em animais, mas não funcionam em humanos e algumas drogas funcionam em humanos, mas não podem ser usadas em cães, mas podem ser usadas em gatos e assim por diante. Não estou dizendo que os animais e os humanos são exatamente opostos, não é isso. Eles têm muito em comum.

A semelhança genética de 90% entre humanos e camundongos não é suficiente? 
Aparentemente não. Porque os dados científicos dizem que não. Não me interessa se somos suficientemente semelhantes aos animais para fazer testes neles ou não. A minha interpretação é científica. E a ciência diz que não somos. Na minha experiência clínica isso é verdade porque não conseguimos prever nem quais serão os efeitos de um remédio no seu irmão, realizando testes em você. Algumas drogas que você pode tomar, seu irmão não pode, por exemplo. Contudo, eu não sou contra todo tipo de experimento com animais. É possível recorrer aos animais para utilização de algumas partes. Por exemplo, podemos utilizar a válvula cardíaca de um porco para substituir a de seres humanos. Além disso, é possível cultivar vírus, insulina, mas isso não é pesquisa. O fracasso está em utilizar modelos animais para prever o que irá acontecer com um ser humano. Um ótimo exemplo disso é a Aids. Os animais não desenvolvem essa doença, de jeito nenhum. Eles sofrem de doenças parecidas com a Aids, mas por causa de vírus completamente diferentes. E os sintomas são muito diferentes dos manifestados em pacientes aidéticos. Por isso, não há correlação.

O senhor é contra o eventual sacrifício de animais em pesquisas científicas com o objetivo de salvar milhões de vidas humanas? 
Eu não tenho nenhum problema com isso. Meu problema com pesquisa animal não é de cunho ético e sim, científico. É como dizer que estamos em um cruzeiro atravessando o oceano Atlântico e um indivíduo cai na água e está se afogando. Ele precisa é de um salva-vidas mas não temos nenhum, então vamos arremessar 1.000 cães na água. Por que arremessar os cães na água já que eles não vão salvar a vida da pessoa? Você pode construir um argumento ético dizendo que é aceitável afogar esses cães mas o que eu quero dizer é que a pessoa precisa de um salva-vidas e não 1.000 cães afogados. E é exatamente isso que estamos fazendo com a pesquisa animal. Estamos matando cães pelo bem de matar cães. Não porque matá-los irá trazer a cura para doenças como a Aids ou o Alzheimer.

Saturday, May 15, 2010

The inverse power of praise - how not to talk to your kids

How Not to Talk to Your Kids

The inverse power of praise.


What do we make of a boy like Thomas?

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are �the smart kids.� Thomas’s one of them, and he likes belonging.

Since Thomas could walk, he has heard constantly that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top one percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top one percent. He scored in the top one percent of the top one percent.

But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. �Thomas didn’t want to try things he wouldn’t be successful at,� his father says. �Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, �I’m not good at this.’ � With no more than a glance, Thomas was dividing the world into two�things he was naturally good at and things he wasn’t.

For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. �Look, just because you’re smart doesn’t mean you don’t have to put out some effort.� (Eventually, he mastered cursive, but not without a lot of cajoling from his father.)

Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges?

Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

When parents praise their children’s intelligence, they believe they are providing the solution to this problem. According to a survey conducted by Columbia University, 85 percent of American parents think it’s important to tell their kids that they’re smart. In and around the New York area, according to my own (admittedly nonscientific) poll, the number is more like 100 percent. Everyone does it, habitually. The constant praise is meant to be an angel on the shoulder, ensuring that children do not sell their talents short.

But a growing body of research�and a new study from the trenches of the New York public-school system�strongly suggests it might be the other way around. Giving kids the label of �smart� does not prevent them from underperforming. It might actually be causing it.

For the past ten years, psychologist Carol Dweck and her team at Columbia (she’s now at Stanford) studied the effect of praise on students in a dozen New York schools. Her seminal work�a series of experiments on 400 fifth-graders�paints the picture most clearly.

Dweck sent four female research assistants into New York fifth-grade classrooms. The researchers would take a single child out of the classroom for a nonverbal IQ test consisting of a series of puzzles�puzzles easy enough that all the children would do fairly well. Once the child finished the test, the researchers told each student his score, then gave him a single line of praise. Randomly divided into groups, some were praised for their intelligence. They were told, �You must be smart at this.� Other students were praised for their effort: �You must have worked really hard.�

Why just a single line of praise? �We wanted to see how sensitive children were,� Dweck explained. �We had a hunch that one line might be enough to see an effect.�

Then the students were given a choice of test for the second round. One choice was a test that would be more difficult than the first, but the researchers told the kids that they’d learn a lot from attempting the puzzles. The other choice, Dweck’s team explained, was an easy test, just like the first. Of those praised for their effort, 90 percent chose the harder set of puzzles. Of those praised for their intelligence, a majority chose the easy test. The �smart� kids took the cop-out.

Why did this happen? �When we praise children for their intelligence,� Dweck wrote in her study summary, �we tell them that this is the name of the game: Look smart, don’t risk making mistakes.� And that’s what the fifth-graders had done: They’d chosen to look smart and avoid the risk of being embarrassed.

In a subsequent round, none of the fifth-graders had a choice. The test was difficult, designed for kids two years ahead of their grade level. Predictably, everyone failed. But again, the two groups of children, divided at random at the study’s start, responded differently. Those praised for their effort on the first test assumed they simply hadn’t focused hard enough on this test. �They got very involved, willing to try every solution to the puzzles,� Dweck recalled. �Many of them remarked, unprovoked, �This is my favorite test.’ � Not so for those praised for their smarts. They assumed their failure was evidence that they weren’t really smart at all. �Just watching them, you could see the strain. They were sweating and miserable.�

Having artificially induced a round of failure, Dweck’s researchers then gave all the fifth-graders a final round of tests that were engineered to be as easy as the first round. Those who had been praised for their effort significantly improved on their first score�by about 30 percent. Those who’d been told they were smart did worse than they had at the very beginning�by about 20 percent.

Dweck had suspected that praise could backfire, but even she was surprised by the magnitude of the effect. �Emphasizing effort gives a child a variable that they can control,� she explains. �They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure.�

In follow-up interviews, Dweck discovered that those who think that innate intelligence is the key to success begin to discount the importance of effort. I am smart, the kids’ reasoning goes; I don’t need to put out effort. Expending effort becomes stigmatized�it’s public proof that you can’t cut it on your natural gifts.

Repeating her experiments, Dweck found this effect of praise on performance held true for students of every socioeconomic class. It hit both boys and girls�the very brightest girls especially (they collapsed the most following failure). Even preschoolers weren’t immune to the inverse power of praise.

Jill Abraham is a mother of three in Scarsdale, and her view is typical of those in my straw poll. I told her about Dweck’s research on praise, and she flatly wasn’t interested in brief tests without long-term follow-up. Abraham is one of the 85 percent who think praising her children’s intelligence is important. Her kids are thriving, so she’s proved that praise works in the real world. �I don’t care what the experts say,� Jill says defiantly. �I’m living it.�

Even those who’ve accepted the new research on praise have trouble putting it into practice. Sue Needleman is both a mother of two and an elementary-school teacher with eleven years’ experience. Last year, she was a fourth-grade teacher at Ridge Ranch Elementary in Paramus, New Jersey. She has never heard of Carol Dweck, but the gist of Dweck’s research has trickled down to her school, and Needleman has learned to say, �I like how you keep trying.� She tries to keep her praise specific, rather than general, so that a child knows exactly what she did to earn the praise (and thus can get more). She will occasionally tell a child, �You’re good at math,� but she’ll never tell a child he’s bad at math.

But that’s at school, as a teacher. At home, old habits die hard. Her 8-year-old daughter and her 5-year-old son are indeed smart, and sometimes she hears herself saying, �You’re great. You did it. You’re smart.� When I press her on this, Needleman says that what comes out of academia often feels artificial. �When I read the mock dialogues, my first thought is, Oh, please. How corny.

No such qualms exist for teachers at the Life Sciences Secondary School in East Harlem, because they’ve seen Dweck’s theories applied to their junior-high students. Last week, Dweck and her protégée, Lisa Blackwell, published a report in the academic journal Child Development about the effect of a semester-long intervention conducted to improve students’ math scores.

Life Sciences is a health-science magnet school with high aspirations but 700 students whose main attributes are being predominantly minority and low achieving. Blackwell split her kids into two groups for an eight-session workshop. The control group was taught study skills, and the others got study skills and a special module on how intelligence is not innate. These students took turns reading aloud an essay on how the brain grows new neurons when challenged. They saw slides of the brain and acted out skits. �Even as I was teaching these ideas,� Blackwell noted, �I would hear the students joking, calling one another �dummy’ or �stupid.’ � After the module was concluded, Blackwell tracked her students’ grades to see if it had any effect.

It didn’t take long. The teachers�who hadn’t known which students had been assigned to which workshop�could pick out the students who had been taught that intelligence can be developed. They improved their study habits and grades. In a single semester, Blackwell reversed the students’ longtime trend of decreasing math grades.

The only difference between the control group and the test group were two lessons, a total of 50 minutes spent teaching not math but a single idea: that the brain is a muscle. Giving it a harder workout makes you smarter. That alone improved their math scores.

�These are very persuasive findings,� says Columbia’s Dr. Geraldine Downey, a specialist in children’s sensitivity to rejection. �They show how you can take a specific theory and develop a curriculum that works.� Downey’s comment is typical of what other scholars in the field are saying. Dr. Mahzarin Banaji, a Harvard social psychologist who is an expert in stereotyping, told me, �Carol Dweck is a flat-out genius. I hope the work is taken seriously. It scares people when they see these results.�

Since the 1969 publication of The Psychology of Self-Esteem, in which Nathaniel Branden opined that self-esteem was the single most important facet of a person, the belief that one must do whatever he can to achieve positive self-esteem has become a movement with broad societal effects. Anything potentially damaging to kids’ self-esteem was axed. Competitions were frowned upon. Soccer coaches stopped counting goals and handed out trophies to everyone. Teachers threw out their red pencils. Criticism was replaced with ubiquitous, even undeserved, praise.

Dweck and Blackwell’s work is part of a larger academic challenge to one of the self-esteem movement’s key tenets: that praise, self-esteem, and performance rise and fall together. From 1970 to 2000, there were over 15,000 scholarly articles written on self-esteem and its relationship to everything�from sex to career advancement. But results were often contradictory or inconclusive. So in 2003 the Association for Psychological Science asked Dr. Roy Baumeister, then a leading proponent of self-esteem, to review this literature. His team concluded that self-esteem was polluted with flawed science. Only 200 of those 15,000 studies met their rigorous standards.

After reviewing those 200 studies, Baumeister concluded that having high self-esteem didn’t improve grades or career achievement. It didn’t even reduce alcohol usage. And it especially did not lower violence of any sort. (Highly aggressive, violent people happen to think very highly of themselves, debunking the theory that people are aggressive to make up for low self-esteem.) At the time, Baumeister was quoted as saying that his findings were �the biggest disappointment of my career.�

Now he’s on Dweck’s side of the argument, and his work is going in a similar direction: He will soon publish an article showing that for college students on the verge of failing in class, esteem-building praise causes their grades to sink further. Baumeister has come to believe the continued appeal of self-esteem is largely tied to parents’ pride in their children’s achievements: It’s so strong that �when they praise their kids, it’s not that far from praising themselves.�

By and large, the literature on praise shows that it can be effective�a positive, motivating force. In one study, University of Notre Dame researchers tested praise’s efficacy on a losing college hockey team. The experiment worked: The team got into the playoffs. But all praise is not equal�and, as Dweck demonstrated, the effects of praise can vary significantly depending on the praise given. To be effective, researchers have found, praise needs to be specific. (The hockey players were specifically complimented on the number of times they checked an opponent.)

Sincerity of praise is also crucial. Just as we can sniff out the true meaning of a backhanded compliment or a disingenuous apology, children, too, scrutinize praise for hidden agendas. Only young children�under the age of 7�take praise at face value: Older children are just as suspicious of it as adults.

Psychologist Wulf-Uwe Meyer, a pioneer in the field, conducted a series of studies where children watched other students receive praise. According to Meyer’s findings, by the age of 12, children believe that earning praise from a teacher is not a sign you did well�it’s actually a sign you lack ability and the teacher thinks you need extra encouragement. And teens, Meyer found, discounted praise to such an extent that they believed it’s a teacher’s criticism�not praise at all�that really conveys a positive belief in a student’s aptitude.

In the opinion of cognitive scientist Daniel T. Willingham, a teacher who praises a child may be unwittingly sending the message that the student reached the limit of his innate ability, while a teacher who criticizes a pupil conveys the message that he can improve his performance even further.

New York University professor of psychiatry Judith Brook explains that the issue for parents is one of credibility. �Praise is important, but not vacuous praise,� she says. �It has to be based on a real thing�some skill or talent they have.� Once children hear praise they interpret as meritless, they discount not just the insincere praise, but sincere praise as well.

Scholars from Reed College and Stanford reviewed over 150 praise studies. Their meta-analysis determined that praised students become risk-averse and lack perceived autonomy. The scholars found consistent correlations between a liberal use of praise and students’ �shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.�

Dweck’s research on overpraised kids strongly suggests that image maintenance becomes their primary concern�they are more competitive and more interested in tearing others down. A raft of very alarming studies illustrate this.

In one, students are given two puzzle tests. Between the first and the second, they are offered a choice between learning a new puzzle strategy for the second test or finding out how they did compared with other students on the first test: They have only enough time to do one or the other. Students praised for intelligence choose to find out their class rank, rather than use the time to prepare.

In another, students get a do-it-yourself report card and are told these forms will be mailed to students at another school�they’ll never meet these students and don’t know their names. Of the kids praised for their intelligence, 40 percent lie, inflating their scores. Of the kids praised for effort, few lie.

When students transition into junior high, some who’d done well in elementary school inevitably struggle in the larger and more demanding environment. Those who equated their earlier success with their innate ability surmise they’ve been dumb all along. Their grades never recover because the likely key to their recovery�increasing effort�they view as just further proof of their failure. In interviews many confess they would �seriously consider cheating.�

Students turn to cheating because they haven’t developed a strategy for handling failure. The problem is compounded when a parent ignores a child’s failures and insists he’ll do better next time. Michigan scholar Jennifer Crocker studies this exact scenario and explains that the child may come to believe failure is something so terrible, the family can’t acknowledge its existence. A child deprived of the opportunity to discuss mistakes can’t learn from them.

My son, Luke, is in kindergarten. He seems supersensitive to the potential judgment of his peers. Luke justifies it by saying, �I’m shy,� but he’s not really shy. He has no fear of strange cities or talking to strangers, and at his school, he has sung in front of large audiences. Rather, I’d say he’s proud and self-conscious. His school has simple uniforms (navy T-shirt, navy pants), and he loves that his choice of clothes can’t be ridiculed, �because then they’d be teasing themselves too.�

After reading Carol Dweck’s research, I began to alter how I praised him, but not completely. I suppose my hesitation was that the mind-set Dweck wants students to have�a firm belief that the way to bounce back from failure is to work harder�sounds awfully clichéd: Try, try again.

But it turns out that the ability to repeatedly respond to failure by exerting more effort�instead of simply giving up�is a trait well studied in psychology. People with this trait, persistence, rebound well and can sustain their motivation through long periods of delayed gratification. Delving into this research, I learned that persistence turns out to be more than a conscious act of will; it’s also an unconscious response, governed by a circuit in the brain. Dr. Robert Cloninger at Washington University in St. Louis located the circuit in a part of the brain called the orbital and medial prefrontal cortex. It monitors the reward center of the brain, and like a switch, it intervenes when there’s a lack of immediate reward. When it switches on, it’s telling the rest of the brain, �Don’t stop trying. There’s dopa [the brain’s chemical reward for success] on the horizon.� While putting people through MRI scans, Cloninger could see this switch lighting up regularly in some. In others, barely at all.

What makes some people wired to have an active circuit?

Cloninger has trained rats and mice in mazes to have persistence by carefully not rewarding them when they get to the finish. �The key is intermittent reinforcement,� says Cloninger. The brain has to learn that frustrating spells can be worked through. �A person who grows up getting too frequent rewards will not have persistence, because they’ll quit when the rewards disappear.�

That sold me. I’d thought �praise junkie� was just an expression�but suddenly, it seemed as if I could be setting up my son’s brain for an actual chemical need for constant reward.

What would it mean, to give up praising our children so often? Well, if I am one example, there are stages of withdrawal, each of them subtle. In the first stage, I fell off the wagon around other parents when they were busy praising their kids. I didn’t want Luke to feel left out. I felt like a former alcoholic who continues to drink socially. I became a Social Praiser.

Then I tried to use the specific-type praise that Dweck recommends. I praised Luke, but I attempted to praise his �process.� This was easier said than done. What are the processes that go on in a 5-year-old’s mind? In my impression, 80 percent of his brain processes lengthy scenarios for his action figures.

But every night he has math homework and is supposed to read a phonics book aloud. Each takes about five minutes if he concentrates, but he’s easily distracted. So I praised him for concentrating without asking to take a break. If he listened to instructions carefully, I praised him for that. After soccer games, I praised him for looking to pass, rather than just saying, �You played great.� And if he worked hard to get to the ball, I praised the effort he applied.

Just as the research promised, this focused praise helped him see strategies he could apply the next day. It was remarkable how noticeably effective this new form of praise was.

Truth be told, while my son was getting along fine under the new praise regime, it was I who was suffering. It turns out that I was the real praise junkie in the family. Praising him for just a particular skill or task felt like I left other parts of him ignored and unappreciated. I recognized that praising him with the universal �You’re great�I’m proud of you� was a way I expressed unconditional love.

Offering praise has become a sort of panacea for the anxieties of modern parenting. Out of our children’s lives from breakfast to dinner, we turn it up a notch when we get home. In those few hours together, we want them to hear the things we can’t say during the day�We are in your corner, we are here for you, we believe in you.

In a similar way, we put our children in high-pressure environments, seeking out the best schools we can find, then we use the constant praise to soften the intensity of those environments. We expect so much of them, but we hide our expectations behind constant glowing praise. The duplicity became glaring to me.

Eventually, in my final stage of praise withdrawal, I realized that not telling my son he was smart meant I was leaving it up to him to make his own conclusion about his intelligence. Jumping in with praise is like jumping in too soon with the answer to a homework problem�it robs him of the chance to make the deduction himself.

But what if he makes the wrong conclusion?

Can I really leave this up to him, at his age?

I’m still an anxious parent. This morning, I tested him on the way to school: �What happens to your brain, again, when it gets to think about something hard?�

�It gets bigger, like a muscle,� he responded, having aced this one before.
Additional reporting by Ashley Merryman