PSYCHOLOGY & SCIENCE · B2 · 50 min

The Dogs That Gave Up

Why does one person give up after a failure, while another tries again? This is the true story of the experiment that asked the question — and of what scientists have learned since about optimism and pessimism.

Today: you'll read how scientists discovered that the way we explain bad events can change what happens next. You'll also practise a structure for talking about the past that did not happen: If I had left earlier, I wouldn't have missed the train.
Before we start. Have a go — there are no wrong answers.
Discuss:
  • Is the glass half full or half empty? Which one are you — most days?
  • Think of someone you know who never seems to give up. Where does that come from — character, family, luck?
  • Can a person change from a pessimist to an optimist? What would have to happen?

Words from the story

Ten words and phrases in four activities. Say your answer out loud before you reveal it.

A · What does the word in bold mean? Guess from the sentence

1. The dog lay on the floor and did nothing. It couldn't change what was happening to it, and it felt helpless.
helpless (adj) — not able to do anything to help yourself. The noun is helplessness.
2. She was sure of the job, so losing it was a big setback. But a month later she was looking for a new one.
a setback (n) — a problem that stops your progress or makes things worse for a while. to suffer a setback; a temporary setback.
3. When the project failed, he didn't look for the reason. He just blamed himself: "It's all my fault."
to blame (v) — to say that someone or something caused a bad thing. to blame yourself / the weather / the boss. Also a noun: It's not your fault. Don't take the blame.

B · Which word matches the meaning?

Three words: an outlook · to cope · realistic. Say the right one, then reveal.

1. Which word means sensible, and based on what is really true?
realistic (adj) — a realistic plan; realistic expectations. The opposite is unrealistic.
2. Which word means to deal with a difficult situation successfully?
to cope (v) — to cope with stress / with a loss. How are you coping? is a very common question.
3. Which phrase means your general way of thinking about life and the future?
an outlook (n) — a positive outlook on life; a gloomy outlook.

C · Choose the best answer — a, b or c

1. A tennis player loses badly, rests for a week, and then wins the next tournament. People say she bounced back. This means she…
  (a) went home early   (b) changed her sport   (c) recovered quickly after a failure
(c) — to bounce back (phr v) — to become strong and successful again after a problem.
2. Some children are resilient: even after a very difficult year, they are soon happy and active again. Resilient people…
  (a) recover well from hard times   (b) never have problems   (c) always say what they think
(a) — resilient (adj) — able to recover quickly from difficulties. The noun is resilience.

D · Two everyday phrases

1. An optimist says the glass is half full. What does a pessimist say?
half empty. a glass-half-full person = an optimist; a glass-half-empty person = a pessimist.
2. Complete the phrase: "I lost my wallet, but I'm trying to look on the ___ side — at least nobody stole my phone."
bright — to look on the bright side — to think about the good part of a bad situation.

Now use them — out loud

Before we read:
  • The story has three parts: an experiment with dogs, a test for salespeople, and a surprising warning. Use helpless, setback, blame and outlook to guess what happens.
  • Tell us about a setback you've had — big or small. Did you bounce back quickly? What helped?

The story, in three parts

Read each part. Then answer the quick questions from memory before you check. Then discuss the question.

Part 1 — The dogs that gave up

In 1967, two young scientists at the University of Pennsylvania, Martin Seligman and Steven Maier, were studying how animals learn. They wanted to understand fear. Their experiment had two stages.

In the first stage, dogs were held in a harness and given mild electric shocks. Some dogs could stop the shock by pushing a panel with their nose. Other dogs had no control at all. For them, nothing they did made any difference.

In the second stage, each dog was put in a box with a low wall in the middle. One side of the box gave shocks. The other side was safe. The wall was so low that any dog could jump over it easily.

The dogs that had controlled the shocks in stage one jumped over at once. But most of the dogs with no control did not even try. They lay down and accepted the shock. The way out was right in front of them, and they didn't see it.

Seligman called this "learned helplessness". The dogs had learned a terrible lesson: nothing I do matters. Then they carried that lesson into a new situation where it was no longer true. But one thing interested Seligman more than anything else. About one dog in three never gave up. Why not?

Quick check — answer from memory, then reveal:

1. What could the first group of dogs do that the second group couldn't?

2. What did most of the dogs with no control do in the box with the low wall?

1. The first group could stop the shock by pushing a panel. The second group had no control.

2. They didn't try to escape. They lay down and accepted the shock, even though they could easily jump over the wall.

Discuss:
  • Many scientists today would not agree to do this experiment on animals. What do you think? Does the knowledge justify it?

Part 2 — The three Ps

Years later, Seligman saw the same difference in people. Two people have the same bad experience. One gives up. The other tries again. What is the difference?

He decided that the answer is in what we tell ourselves. He called it our explanatory style: the way we explain bad events to ourselves. It has three parts, which he called "the three Ps".

The first P is permanent. A pessimist thinks a bad thing will last for ever: "I always fail." An optimist thinks it is temporary: "I didn't prepare enough this time." The second P is pervasive. A pessimist thinks a failure spreads into everything: "I'm useless at everything." An optimist keeps it small: "I'm bad at this one thing." The third P is personal. A pessimist blames the whole self: "I'm stupid." An optimist looks at the real cause: "The exam was very hard."

In the 1980s, the insurance company MetLife had a problem. Selling insurance is hard. Customers say no again and again, and many new salespeople left within a year or two. Seligman suggested a test. He measured how optimistic job applicants were. Then MetLife hired a special group of 129 people. They had failed the company's normal test — but they scored very high for optimism.

Seligman reports the results. In their first year, the special group sold 21 percent more insurance than the pessimists. In the second year, they sold 57 percent more. The optimists didn't hear "no" as "you are a failure". They heard "not this customer, not today". So they made the next call.

Quick check — answer from memory, then reveal:

1. Explain the three Ps in your own words. Give one pessimist and one optimist sentence for each.

2. Why was the MetLife group special? What happened?

1. Permanent (always / this time), pervasive (everything / one thing), personal (I'm stupid / the exam was hard). Pessimists choose the first, optimists the second.

2. They had failed the normal test, but were very optimistic. In year one they sold 21% more than the pessimists, in year two 57% more.

Discuss:
  • Think of a job where people hear "no" all the time. What would help someone to keep going?

Part 3 — The warning

So should we all try to be optimists? It isn't that simple. The neuroscientist Tali Sharot found that about 80 percent of people expect their own future to be better than average. That cannot be true for everybody! This "optimism bias" helps us to start new projects. But it also makes us forget to save money, check our health, or plan for problems.

The psychologist Julie Norem studies another kind of person: the "defensive pessimist". These people feel anxious before a big event. They imagine everything that could go wrong, and then they prepare for each problem. Researchers asked some of these people to relax and think positive thoughts. Their performance got worse. The worry was not their enemy. It was their method.

The most dramatic example comes from a prison camp. Admiral James Stockdale was a prisoner in Vietnam for almost eight years, from 1965 to 1973. He said the first people to die were the optimists. They said, "We'll be home by Christmas." Christmas came, and they said "Easter". Each disappointment hurt more, and in the end their hearts broke. Stockdale believed he would get out one day, but he faced every hard fact of the present. The business writer Jim Collins later called this "the Stockdale paradox".

So perhaps the best outlook is not pure optimism or pessimism. It is hope about the end, and honesty about today.

Quick check — answer from memory, then reveal:

1. What is the "optimism bias", and why can it be a problem?

2. What did Stockdale say about the prisoners who died first?

1. About 80% of people expect a better-than-average future. It can make us forget to prepare for problems.

2. They were optimists who kept expecting an early release. Each disappointment hurt more, until their hearts broke.

Discuss:
  • Which is closer to you: the optimism bias, the defensive pessimist, or the Stockdale idea? Give an example.

Grammar — imagining a different past: the third conditional

The story is full of "what if" questions about the past. What if the dogs had had control? What if MetLife had only hired the usual people? We use the third conditional to talk about a past that did not happen.

The form
• If + past perfect, would / wouldn't have + past participle
• "If I had left earlier, I wouldn't have missed the train." (I didn't leave earlier, and I missed the train.)
• You can change the order: "I wouldn't have missed the train if I had left earlier."
• In speech, had becomes 'd: "If I'd known, I'd have called." Careful — 'd can be had or would.
The meaning: always the opposite
The past is finished, so we can only imagine it differently. The real past is the opposite of the if-part: if you had left earlier = you didn't leave earlier. We often use it for regret or relief. For regret, we can also say: "I wish I had left earlier." / "If only I had left earlier!"

Don't mix it up: the second conditional is about the present — "If I were a salesman, I'd hate hearing no." The third is about the past — "If I had been a salesman, I would have hated it."

1. Complete the sentences

Put the verbs in brackets into the correct form.

1. If the dogs (have) control of the shocks, they (jump) over the wall.

2. If MetLife (hire) only people who passed the normal test, it (not / discover) the hidden optimists.

3. If the optimists (hear) every "no" as a personal failure, they (quit) early.

4. If the prisoners (not / keep) saying "home by Christmas", they (be) less disappointed.

1. had had / would have jumped   2. had hired / wouldn't have discovered   3. had heard / would have quit   4. hadn't kept / would have been
First part: past perfect (had + participle). Second part: would have + participle.

2. Second or third? Choose a, b or c

Is the sentence about the present or about the past?

1. I was late for the interview because the bus broke down. If the bus ___, I wouldn't have been late.
  (a) didn't break down   (b) wouldn't have broken down   (c) hadn't broken down
(c) — past event, so past perfect in the if-part.
2. I'm not an expert on sleep. If I ___ an expert, I would explain it better.
  (a) were   (b) had been   (c) would be
(a) — this is about the present, so we use the second conditional: if + past simple, would + verb.
3. He didn't save any money, so he couldn't buy the flat. If he ___ some money, he could have bought it.
  (a) saved   (b) had saved   (c) would save
(b) — could have bought shows it is the past, so we need had saved.
4. She didn't ask for help, and she failed. If she ___ for help, she wouldn't have failed.
  (a) would ask   (b) asked   (c) had asked
(c) — past event, past perfect. Would never goes in the if-part.

3. Say the opposite — write your answer first

Each sentence tells the real story. Rewrite it as a third conditional that starts with If.

1. The salesman didn't give up, so he sold the policy.

2. The dogs believed that nothing worked, so they didn't try.

3. Seligman noticed the dogs that never gave up, so he asked a new question.

1. If the salesman had given up, he wouldn't have sold the policy.

2. If the dogs hadn't believed that nothing worked, they would have tried.

3. If Seligman hadn't noticed the dogs that never gave up, he wouldn't have asked a new question.

Check: did you use had + participle in the if-part and would have + participle in the other part?

You'll use it again in the Speak tab — Task C is about changing the story you tell yourself.

Going deeper

The experiments in this story are real, and the numbers come from the scientists who ran them. But science changes, and this story has a twist.

Three big ideas from the story.

1. Optimism is a habit of explaining — not a mood. Two people can have exactly the same bad day. What differs is the story: temporary or permanent, small or everywhere, my whole self or one cause. Seligman believed we can change this habit. Some studies of training programmes agree, but the results are mixed, and some scientists think the effect is small. Twin studies suggest that roughly a quarter of the difference between people is inherited.

2. Both extremes can hurt. Pure optimism can stop us from preparing. Pure pessimism can stop us from trying. Norem's anxious planners and Stockdale's "face the facts" idea suggest a third way: realistic hope. You expect to succeed, and you also plan for the problems.

3. The science has changed its mind. In 2016, Maier and Seligman, the same two scientists, said they had it the wrong way round. Giving up, they now think, is the brain's default reaction to long stress. What must be learned is control: when the brain finds out that its actions matter, the front part of the brain calms the panic. So hope is not an extra. It comes from learning that what you do makes a difference. And if so, small wins may matter more than positive thinking.
Talk it through:
  • Which is more useful for a student before an exam: telling yourself It will be fine, or imagining everything that could go wrong and preparing for it? Why?
  • Should schools teach children to explain bad events in a more optimistic way? Where would you stop?
  • Seligman's dogs didn't see the exit. Think of a time when you, or someone you know, couldn't see a door that was already open. What changed?
  • Some people say "positive thinking" blames people who are ill or poor: "Just be more positive!" Is that fair?

Speak

Speak against the clock — and use the third conditional where it fits: If I had…, I would have…

Useful language: learned helplessness · explanatory style · a setback · to bounce back · resilient · realistic · on the other hand… · If it hadn't been for… · I wish I had… · If only I'd…
Time remaining: 4:00
Task A · Tell the story (4 minutes)

Retell the story in your own words. Use these steps: the first stage with the panel → the box with the low wall → "learned helplessness" → the one dog in three → the three Ps → MetLife and the 129 salespeople → the optimism bias → Norem's anxious planners → Stockdale.

Use at least three third conditionals and five key words (helpless, setback, blame, outlook, cope, realistic, bounce back, resilient, half full, bright side).

Task B · Debate: should schools teach optimism? (4 minutes)

First argue FOR: think about MetLife, resilience, and what happens to a child who thinks that failure is permanent. Then argue AGAINST: think about the optimism bias, Norem's planners, and the danger of telling people to "just be positive". Finally, say what you really think.

Task C · Change the story (4 minutes)

Take a setback — a failed test, a lost job, a cancelled trip, a quarrel. First, tell it the pessimist's way (permanent, pervasive, personal). Then tell it the optimist's way (temporary, specific, with a real cause). Then tell it the Stockdale way: hopeful about the end, honest about now. Finish with two sentences beginning If I had…: one about something you would have done differently, and one about something that went right only because of luck.

Or choose one of these:

  • You are a manager who must hire ten salespeople. You have a test for optimism. Would you use it? What else would you look for?
  • A friend has just failed an important exam and says: "I'm hopeless. I always fail." Use the three Ps to answer them kindly and honestly.
  • You are a defensive pessimist who must give a speech tomorrow. Describe your preparation: every disaster you imagine, and what you will do about each one.
  • Describe a person in history or in your own life who kept going after a very big setback. If they had given up, what would have been different?

To finish — the big questions

  1. If Seligman's dogs could talk, what would the "helpless" dogs say? What would the dog that kept jumping say?
  2. Is it better to be right about the future or to be hopeful about it? Can you be both?
  3. When you hear "no" — in a job, a relationship, an exam — what do you tell yourself first? Does it match any of the three Ps?
  4. Before you go — from memory: say three sentences with the third conditional about the story (for example, about MetLife, the dogs or Stockdale). Then explain the difference between "If I were braver…" and "If I had been braver…".