WEBVTT 00:00:00.312 --> 00:00:05.674 [MUSIC] 00:00:05.674 --> 00:00:07.464 Kids come like this. 00:00:07.464 --> 00:00:12.270 Infinitely curious, always experimenting, 00:00:12.270 --> 00:00:17.554 always learning, and attacking the most difficult 00:00:17.554 --> 00:00:22.010 tasks of a lifetime with tremendous gusto. 00:00:23.020 --> 00:00:29.246 And yet, just a few years later, many of the same children look like this. 00:00:29.246 --> 00:00:32.897 Or this. 00:00:32.897 --> 00:00:36.550 Or this. 00:00:36.550 --> 00:00:41.090 We have discovered that children's mindsets 00:00:41.090 --> 00:00:44.840 can lay at the heart of this problem. 00:00:44.840 --> 00:00:49.950 The wrong mindset can make them afraid of challenge, 00:00:49.950 --> 00:00:53.310 afraid of effort, afraid of setbacks. 00:00:54.710 --> 00:00:57.160 The important thing is this. 00:00:57.160 --> 00:01:01.240 We have discovered where these mindsets come from, 00:01:01.240 --> 00:01:04.400 how they work, and how to change them. 00:01:04.400 --> 00:01:06.710 So that's what I wanna share with you today. 00:01:08.400 --> 00:01:12.068 In my work, we find that some case for the fixed mind set. 00:01:12.068 --> 00:01:18.201 They think that their basic talents and abilities are just these fixed traits, 00:01:18.201 --> 00:01:23.797 they have a certain amount of intelligent and talents and that's that. 00:01:23.797 --> 00:01:30.063 As you'll see, this is the mindset that saps children's motivation and 00:01:30.063 --> 00:01:35.940 stunts their minds, but other students have a growth mindset. 00:01:35.940 --> 00:01:41.400 They believe their most basic talents and abilities can be developed 00:01:41.400 --> 00:01:45.890 through practice, learning, good mentorship From others. 00:01:47.240 --> 00:01:51.330 They don't think everyone's the same or anyone can be Einstein, but 00:01:51.330 --> 00:01:56.230 they understand that even Einstein wasn't the man he became 00:01:56.230 --> 00:01:59.730 before he put in years and years of dedicated labor. 00:02:00.980 --> 00:02:06.090 What I'm gonna talk about is, how do mindsets work and how they can be changed? 00:02:08.050 --> 00:02:13.370 We did a study of hundreds of students making a very difficult 00:02:13.370 --> 00:02:20.320 school transition to seventh grade, which is about 13, 14 years old. 00:02:20.320 --> 00:02:23.110 In my country, this is when the work gets harder, 00:02:23.110 --> 00:02:28.650 the grading gets more stringent and lots of kids turn off to school. 00:02:28.650 --> 00:02:32.700 At the beginning of seventh grade, we measured students mindsets and 00:02:32.700 --> 00:02:36.860 then we monitored their grades over the next two years. 00:02:36.860 --> 00:02:38.000 Look what happened. 00:02:39.390 --> 00:02:40.900 The students with the fixed and 00:02:40.900 --> 00:02:47.280 growth mindsets entered seventh grade with identical past math achievement. 00:02:47.280 --> 00:02:51.070 But by the end of their first term of seventh grade, 00:02:51.070 --> 00:02:57.800 their grades jumped apart and continued to diverge over the next two years. 00:02:57.800 --> 00:02:59.136 Why did that happen? 00:02:59.136 --> 00:03:04.290 First, we showed that 00:03:04.290 --> 00:03:10.830 the kids with a fixed mindset only care about looking smart. 00:03:10.830 --> 00:03:13.500 Look smart and never look dumb. 00:03:13.500 --> 00:03:17.700 Therefore they avoided challenging learning task and 00:03:17.700 --> 00:03:21.790 they didn't study deeply in order to learn. 00:03:21.790 --> 00:03:26.780 But those with the growth mindset, there was no risk. 00:03:26.780 --> 00:03:29.260 They weren't showing how smart they were. 00:03:29.260 --> 00:03:38.230 They just dove into challenging learning tasks with gusto like the babies. 00:03:38.230 --> 00:03:40.660 The second thing was that 00:03:40.660 --> 00:03:45.380 two mindsets created very different beliefs about effort. 00:03:45.380 --> 00:03:47.920 And this is critically important. 00:03:47.920 --> 00:03:51.360 In a fixed mindset, effort is a bad thing. 00:03:52.510 --> 00:03:57.910 Students believe if you really have ability, you shouldn't need effort. 00:03:57.910 --> 00:04:02.790 And if you have to apply effort, it means you are not very smart. 00:04:02.790 --> 00:04:05.910 They subscribe to Homer Simpson's motto. 00:04:05.910 --> 00:04:08.470 Trying is the first step towards failure. 00:04:11.170 --> 00:04:16.745 But in the growth mindset, kids understand that hard work and 00:04:16.745 --> 00:04:22.220 practice, that's what makes you smarter, and they also understand 00:04:22.220 --> 00:04:26.840 that even genius' have had to work hard for their great discoveries. 00:04:26.840 --> 00:04:28.610 So they enjoy effort. 00:04:28.610 --> 00:04:30.860 It makes them feel like they're learning, 00:04:30.860 --> 00:04:33.600 rather than making them feel like they're dumb. 00:04:34.950 --> 00:04:39.150 And the third thing we found was that the mindsets 00:04:39.150 --> 00:04:44.290 created completely different attitudes towards setbacks. 00:04:44.290 --> 00:04:50.070 In a fixed mindset, setbacks have a really negative meaning. 00:04:50.070 --> 00:04:51.950 They mean you're not smart. 00:04:51.950 --> 00:04:56.600 If you were smart, you wouldn't be making mistakes or having failures. 00:04:56.600 --> 00:05:03.670 So their tendency is to get defensive, to hide mistakes, to conceal deficiencies. 00:05:03.670 --> 00:05:07.340 But in a growth mindset, there's this realization 00:05:09.050 --> 00:05:11.430 that set backs are an actual part of learning. 00:05:12.570 --> 00:05:16.850 And that you need to confront your mistakes and deficiencies and 00:05:16.850 --> 00:05:17.440 learn from them. 00:05:17.440 --> 00:05:23.750 I have to say with the way I got into this field was that I was testing 00:05:23.750 --> 00:05:28.950 some kids and they were reached some problem they couldn't solve. 00:05:28.950 --> 00:05:32.040 And one of them said, I love a challenge. 00:05:32.040 --> 00:05:36.270 Or another said, I was hoping this would be informative. 00:05:37.280 --> 00:05:37.800 And so 00:05:37.800 --> 00:05:42.780 here were these ten year olds having these exuberant reactions to setbacks. 00:05:43.780 --> 00:05:47.280 Ultimately I understood they had a growth mindset. 00:05:49.940 --> 00:05:55.436 We asked our seventh graders what they would do after a poor 00:05:55.436 --> 00:05:59.700 score on the first exam in a new course. 00:05:59.700 --> 00:06:01.670 Here's what they said. 00:06:01.670 --> 00:06:04.410 Those who endorsed a fixed mindset said, 00:06:04.410 --> 00:06:08.240 I'd spend less time on this subject from now on. 00:06:08.240 --> 00:06:10.379 I would try to cheat on the next test. 00:06:12.910 --> 00:06:14.180 Well, think about it. 00:06:16.290 --> 00:06:19.660 This set back meant that weren't smart at it and 00:06:19.660 --> 00:06:23.050 effort isn't something they enjoy or value. 00:06:23.050 --> 00:06:24.830 What are their options? 00:06:24.830 --> 00:06:29.050 But in a growth mindset, they'd said I'd work harder in this class from now on. 00:06:29.050 --> 00:06:31.400 I'd spend more time studying for the test. 00:06:32.980 --> 00:06:37.882 Let me show you how this works in the brain, in this study 00:06:37.882 --> 00:06:42.570 the researchers monitored from 00:06:42.570 --> 00:06:47.740 the brain as students worked on a task and made errors. 00:06:47.740 --> 00:06:52.679 You see this red hot brain on the right, those are growth mindset students 00:06:53.790 --> 00:06:57.750 detecting the errors, processing them and correcting them. 00:06:59.230 --> 00:07:04.382 On the left, you have that fixed mindset brain looking so 00:07:04.382 --> 00:07:10.169 cool, fleeing, running from the errors as quickly as possible. 00:07:10.169 --> 00:07:15.520 The good news is that when students were taught a growth mindset, 00:07:15.520 --> 00:07:17.477 they looked like that. 00:07:19.947 --> 00:07:25.450 So a fixed mindset doesn't give students a way to handle difficulty. 00:07:25.450 --> 00:07:29.520 They give up, run away, become defensive. 00:07:29.520 --> 00:07:35.560 When you see students acting bored or acting out or blaming the teacher, 00:07:35.560 --> 00:07:42.360 it is often trying to hide the fixed mindset of fear, of not looking smart. 00:07:44.180 --> 00:07:47.020 How are these mindsets transmitted? 00:07:47.020 --> 00:07:52.400 The most interesting way that we've studied is how they are transmitted 00:07:52.400 --> 00:07:57.060 through the praise parents, teachers, adults give to kids. 00:07:58.310 --> 00:08:02.570 We undertook this research at the height of the self-esteem movement. 00:08:02.570 --> 00:08:07.580 When the gurus were telling everyone, just praise kids lavishly, 00:08:07.580 --> 00:08:10.770 globally, praise their talent, praise their abilities. 00:08:11.880 --> 00:08:17.280 In 15 or more years of research, we have shown 00:08:17.280 --> 00:08:22.420 that praising children's ability backfires, it harms them. 00:08:23.490 --> 00:08:29.075 It does not create growth in young minds. 00:08:29.075 --> 00:08:30.620 Here's how we found this out. 00:08:32.030 --> 00:08:36.299 In some studies, we brought ten year olds into a room in their school. 00:08:36.299 --> 00:08:42.741 And we gave them initially ten problems from this non-verbal IQ test. 00:08:42.741 --> 00:08:49.770 Then after the ten problems, we gave each child one form of praise. 00:08:49.770 --> 00:08:52.520 Some children were praised for their intelligence. 00:08:53.690 --> 00:08:58.600 Wow, that's a really good score, you must be smart at this. 00:08:58.600 --> 00:09:03.432 Some were praised for the process they engaged in, like their effort. 00:09:03.432 --> 00:09:07.030 Or their strategies that could be in other studies or 00:09:07.030 --> 00:09:09.494 their focus or their persistence. 00:09:09.494 --> 00:09:14.419 Wow, that's a really good score, you must have tried really hard. 00:09:14.419 --> 00:09:17.859 And a third group was told, wow, that's a really good score. 00:09:17.859 --> 00:09:22.130 But we won't talk much about them, they were right in the middle. 00:09:22.130 --> 00:09:22.930 What happened? 00:09:24.850 --> 00:09:30.800 First, we found that praising intelligence 00:09:30.800 --> 00:09:34.900 did indeed put students into a fixed mindset. 00:09:34.900 --> 00:09:40.839 It said, I can look inside of you and measure how smart you are. 00:09:42.810 --> 00:09:48.020 Whereas praising the process put them into more of a growth mindset. 00:09:48.020 --> 00:09:53.040 But to me, the most astonishing thing was that praising 00:09:53.040 --> 00:09:56.570 intelligence turned kids off to learning. 00:09:57.940 --> 00:10:01.040 When we gave them a choice after the praise, hey, 00:10:01.040 --> 00:10:02.820 what do you wanna work on now? 00:10:02.820 --> 00:10:07.470 Something hard, you might make mistakes, but you'll learn something new. 00:10:07.470 --> 00:10:12.990 Or something you're good at, so you're sure to do well. 00:10:12.990 --> 00:10:14.750 Most of the kids praised for 00:10:14.750 --> 00:10:20.910 intelligence chose the easy task where they were sure to do well. 00:10:20.910 --> 00:10:26.290 I like to say they didn't wanna risk their newly minted gifted label. 00:10:26.290 --> 00:10:27.690 But those praised for 00:10:27.690 --> 00:10:33.500 the process overwhelmingly chose the hard task they could learn from. 00:10:36.270 --> 00:10:41.260 Later, we gave everybody a hard set of problems to work on. 00:10:42.810 --> 00:10:47.298 And those who were praised for their intelligence, 00:10:47.298 --> 00:10:52.704 after these hard problems, when we went back to the easy ones, 00:10:52.704 --> 00:10:56.282 showed deeply undermined performance. 00:10:56.282 --> 00:11:00.220 They did not recover from the difficult problems. 00:11:00.220 --> 00:11:05.670 Telling them that they were smart made their IQ lower on that test 00:11:05.670 --> 00:11:07.950 when they encounter difficulty. 00:11:07.950 --> 00:11:12.130 But the kids praised for the process really flourished. 00:11:15.260 --> 00:11:19.882 We just two months ago published a study, 00:11:19.882 --> 00:11:25.835 where we looked at mothers' praise to their babies. 00:11:25.835 --> 00:11:29.800 The babies were one to three years of age. 00:11:29.800 --> 00:11:35.180 And we showed that the mothers' praise to these babies predicted the child's 00:11:35.180 --> 00:11:40.300 mindset and desire for challenge five years later. 00:11:40.300 --> 00:11:42.350 So it starts young. 00:11:42.350 --> 00:11:45.870 It can always be changed, but it starts young. 00:11:45.870 --> 00:11:50.676 And now when I hear a mother telling her baby in the airport 00:11:50.676 --> 00:11:53.490 that he's a genius, I stop her. 00:11:53.490 --> 00:11:58.030 >> [LAUGH] >> Other research also 00:11:58.030 --> 00:12:03.232 showing parents' praise to their older kids too is predicting 00:12:03.232 --> 00:12:08.154 that child's mindset and desire for challenge over time. 00:12:10.915 --> 00:12:13.900 I've fallen in love with a new word, yet. 00:12:13.900 --> 00:12:20.225 And I think that's another way we can convey mindsets to kids. 00:12:20.225 --> 00:12:26.492 I learned of a high school in Chicago, where when students didn't pass a unit, 00:12:26.492 --> 00:12:31.750 instead of getting a failing grade, they got the grade, not yet. 00:12:33.690 --> 00:12:36.240 And I thought, isn't that beautiful? 00:12:36.240 --> 00:12:38.938 If you get a failing grade, you're nowhere. 00:12:38.938 --> 00:12:41.890 You're dumb, you're at the starting gate. 00:12:41.890 --> 00:12:45.870 But not yet means, hey, you're on that learning curve, 00:12:45.870 --> 00:12:49.570 maybe you're not at the finish line, but you're on that curve. 00:12:49.570 --> 00:12:55.460 So, if a student says, I'm not good at, same as, yet. 00:12:57.260 --> 00:12:59.424 I can't do it, yet. 00:12:59.424 --> 00:13:01.470 Get back on that learning curve. 00:13:01.470 --> 00:13:04.450 I tried, but it didn't work yet. 00:13:04.450 --> 00:13:09.460 It tells them, we have faith in their ability to learn over time, 00:13:09.460 --> 00:13:11.201 and we expect them to. 00:13:14.423 --> 00:13:19.055 When we saw that a growth mindset had so many benefits, we asked, 00:13:19.055 --> 00:13:21.720 could we teach it to kids? 00:13:21.720 --> 00:13:27.690 So in our original study, we took seventh graders, again, 00:13:27.690 --> 00:13:33.360 that difficult transition, many of whom were already showing declining grades, 00:13:33.360 --> 00:13:38.780 especially in math, and we broke them into two groups. 00:13:38.780 --> 00:13:46.030 One group, the control group, got eight sessions of fantastic study skills. 00:13:48.170 --> 00:13:53.860 Skills that teachers told them, told us, would really help them that year. 00:13:53.860 --> 00:13:56.380 But the other group, the growth mindset group, 00:13:56.380 --> 00:14:02.160 got eight sessions of study skills, plus growth mindset. 00:14:03.860 --> 00:14:06.900 The growth mindset sessions kicked off with this article, 00:14:06.900 --> 00:14:08.930 You Can Grow Your Intelligence. 00:14:08.930 --> 00:14:12.790 New research shows the brain can be developed like a muscle. 00:14:14.000 --> 00:14:16.420 And what they learned was this. 00:14:16.420 --> 00:14:21.500 There were these neurons in their brain, and every time they pushed 00:14:21.500 --> 00:14:27.340 out of their comfort zone to learn something new and hard, 00:14:27.340 --> 00:14:33.040 these neurons form new connections, and over time, they could get smarter. 00:14:34.310 --> 00:14:37.530 Kids love this message. 00:14:37.530 --> 00:14:40.360 We'll never forget the boy who looked up at as and 00:14:40.360 --> 00:14:43.620 said, you mean I don't have to be dumb? 00:14:45.650 --> 00:14:47.210 And look what happened. 00:14:47.210 --> 00:14:53.250 The students who just got the study skills continued to show declining grades, 00:14:53.250 --> 00:14:59.450 but the students who learned the growth mindset have the, whoop, here we go. 00:15:00.510 --> 00:15:05.010 Have the motivation to put those skills into practice to grow their brain. 00:15:05.010 --> 00:15:08.320 And they showed a big rebound in their grades. 00:15:10.205 --> 00:15:15.550 Is it ever too late, we wanted to know are there ever students 00:15:15.550 --> 00:15:20.880 who are too far gone to benefit from a growth mindset? 00:15:20.880 --> 00:15:26.740 So we recently completed this study, 13 high schools in the US. 00:15:26.740 --> 00:15:32.100 And we focused on the lowest achieving students. 00:15:32.100 --> 00:15:36.430 Half of them learned, half of them were in the control group. 00:15:36.430 --> 00:15:42.380 They just learned about the brain and how they could enhance their memory. 00:15:42.380 --> 00:15:48.380 But the other half received online lessons on the growth mindset. 00:15:48.380 --> 00:15:53.620 And, again, it's how the brain grows through learning when they work on new and 00:15:53.620 --> 00:15:54.760 difficult things. 00:15:56.430 --> 00:16:01.280 The first thing we found was that just three months later, 00:16:01.280 --> 00:16:07.750 Those who had learned the growth mindset lesson already had higher 00:16:07.750 --> 00:16:14.120 grade point averages and the second thing we found 00:16:14.120 --> 00:16:19.610 was that those who did not have the growth mindset training were 00:16:21.340 --> 00:16:26.840 failing more and more courses, but those who did get the growth mindset 00:16:26.840 --> 00:16:31.970 messages were failing fewer and fewer courses over time. 00:16:33.340 --> 00:16:38.340 We're doing a lot of new work now showing that the growth 00:16:38.340 --> 00:16:43.420 mindset learning the growth mindset, keeps the student in school. 00:16:44.490 --> 00:16:51.040 Fewer drop outs helps them make that transition to university 00:16:52.480 --> 00:16:59.190 and we're also doing a whole new line of work with bullying and aggression, 00:16:59.190 --> 00:17:05.380 and showing that teaching a growth mind set about personal qualities 00:17:05.380 --> 00:17:11.790 lowers students tendency to react with aggression. 00:17:11.790 --> 00:17:13.060 So we're very, 00:17:13.060 --> 00:17:18.700 very excited about these new places that we're taking the growth mind set. 00:17:20.230 --> 00:17:22.940 So, is the growth mindset for everyone? 00:17:22.940 --> 00:17:26.358 Does everyone wanna get smarter? 00:17:26.358 --> 00:17:30.524 Well, I know when I was a kid, we would have done anything for 00:17:30.524 --> 00:17:32.009 a few more IQ points. 00:17:32.009 --> 00:17:35.948 In fact, my sixth grade teacher seated us 00:17:35.948 --> 00:17:40.229 around the room in IQ order and you could not. 00:17:40.229 --> 00:17:43.980 It was already the highest IQ class in the school. 00:17:43.980 --> 00:17:48.694 But if you weren't the highest IQ person in that class, 00:17:48.694 --> 00:17:52.607 you were not allowed to erase the blackboard or 00:17:52.607 --> 00:17:58.548 carry a note to the principal or carry the flag In the school assembly. 00:17:58.548 --> 00:18:01.686 So if someone said, hey, do you want more IQ points? 00:18:01.686 --> 00:18:05.031 Yes, tell me how. 00:18:05.031 --> 00:18:09.412 But in a really fascinating new study, 00:18:09.412 --> 00:18:14.194 Stephanie Fryberg took the growth mindset 00:18:14.194 --> 00:18:18.843 concept into Native American culture and 00:18:18.843 --> 00:18:26.544 she went back to her Native American reservation where she grew up and 00:18:26.544 --> 00:18:32.220 she brought the growth mind set with her. 00:18:32.220 --> 00:18:36.239 At first, it didn't take. 00:18:36.239 --> 00:18:40.836 The kids weren't that excited about getting some 00:18:40.836 --> 00:18:44.561 more neuro connections in their brain. 00:18:44.561 --> 00:18:48.456 But when she made it culturally relevant, 00:18:48.456 --> 00:18:52.792 relevant to the tribal values, it could fire. 00:18:52.792 --> 00:18:56.870 When she said, you can grow your brain. 00:18:56.870 --> 00:19:01.620 And when you grow your brain, you can really help your family and 00:19:01.620 --> 00:19:05.720 community thrive, it caught fire. 00:19:06.730 --> 00:19:12.010 She also instructed parents and teachers in how to promote 00:19:12.010 --> 00:19:17.430 a growth mindset and how to teach kids that every day, 00:19:17.430 --> 00:19:24.260 six hours of school were devoted to growing their brains. 00:19:24.260 --> 00:19:32.450 And if a child didn't pay attention or cut up or misbehaved, 00:19:32.450 --> 00:19:38.160 they stayed in from recess and teachers said, because we care about you, 00:19:39.210 --> 00:19:43.820 we want you to have six hours a day to grow your brain. 00:19:45.450 --> 00:19:51.790 This was an elementary school on a Native American reservation. 00:19:51.790 --> 00:19:54.740 90% minority and 00:19:54.740 --> 00:20:00.590 the school had been in the bottom 5% of the state. 00:20:02.240 --> 00:20:03.540 Where are they now? 00:20:04.690 --> 00:20:10.300 After a year to a year and a half of this immersive growth mindset, 00:20:10.300 --> 00:20:15.540 the kindergarteners and first graders now lead their district and 00:20:15.540 --> 00:20:20.775 it's an affluence surrounding district in oral reading fluency. 00:20:20.775 --> 00:20:24.691 95% of the kindergarteners and 00:20:24.691 --> 00:20:31.988 80% of the first graders are proficient or above in reading. 00:20:31.988 --> 00:20:34.677 Third grade literacy. 00:20:34.677 --> 00:20:42.250 68% of third grade students met or were within ten points of the standard. 00:20:42.250 --> 00:20:50.170 The previous fall, most of them had been more than 100 points below standard. 00:20:50.170 --> 00:20:54.868 Third to fifth grade, 60% of all students 00:20:54.868 --> 00:20:59.939 were showing more than a year of growth in math and 00:20:59.939 --> 00:21:05.010 literacy and at least half of those students were 00:21:05.010 --> 00:21:09.976 showing 1.5 to 2 years of growth each year. 00:21:09.976 --> 00:21:14.693 Most important, children now believe that their 00:21:14.693 --> 00:21:19.082 potential as native students was unlimited. 00:21:21.890 --> 00:21:27.175 What I want you to take away from here today 00:21:27.175 --> 00:21:32.460 is this idea that within a fixed mindset, 00:21:32.460 --> 00:21:37.896 effort and difficulty make you feel dumb, 00:21:37.896 --> 00:21:40.622 make kids feel dumb. 00:21:40.622 --> 00:21:45.396 But within a growth mindset, effort and difficulty, 00:21:45.396 --> 00:21:52.782 that's what gives you neural connections, new connections and make you smarter. 00:21:52.782 --> 00:21:56.428 Do you feel that difference? 00:21:56.428 --> 00:22:01.842 So in summary, a growth mindset allows students to embrace learning and 00:22:01.842 --> 00:22:05.835 growth, to understand the role of effort in creating 00:22:05.835 --> 00:22:10.470 intelligence instead of making them feel if they were smart. 00:22:10.470 --> 00:22:13.097 They wouldn't need effort and 00:22:13.097 --> 00:22:18.180 it allows them to be resilient in the face of setbacks. 00:22:18.180 --> 00:22:20.500 And best of all, it can be taught. 00:22:21.890 --> 00:22:25.100 I'd like to end with this proposal. 00:22:26.830 --> 00:22:32.480 The more research shows us that human abilities 00:22:33.920 --> 00:22:40.570 can be grown, the more it become a basic 00:22:40.570 --> 00:22:46.060 human right for children to exist 00:22:46.060 --> 00:22:51.930 in environments that help them to grow those abilities, 00:22:51.930 --> 00:22:57.905 to live in environments that help them fulfill their potential. 00:22:57.905 --> 00:22:59.824 Thank you. 00:22:59.824 --> 00:23:05.522 [APPLAUSE]