The counter-examples of in this thread all share the strong correlation that they were explicitly taught that 'being smart' wasn't an achievement and that prais

The counter-examples of in this thread all share the strong correlation that they were explicitly taught that 'being smart' wasn't an achievement and that praise was withheld until some nebulous 'potential' was fulfilled. Which is why I don't think they're actually counter examples. The danger described is of teaching children that 'being smart' is, in and of itself, praise-worthy.