Person and process (or performance) praise may also foster different attributional styles such that person-oriented praise may lead one to attribute success and failure to stable ability, which in turn may foster helplessness reactions in the face of setbacks. PRAISE BE TO THE LORD MY ROCK WHO TRAINS MY HANDS FOR WAR MY FINGERS FOR BATTLE UGLY CHRISTMAS SWEATER Contrastingly, process praise may foster attributions regarding effort or strategy, such that children attribute their success (or failure) to these variables, rather than their stable trait or ability. This attributional style can foster more adaptive reactions to both success and failure. In support of this notion, Muller and Dweck experimentally found praise for child intelligence to be more detrimental to 5th graders’ achievement motivation than praise for effort. Following a failure, the person-praised students displayed less task persistence, task enjoyment, and displayed worse task performance than those praised for effort. These findings are in line with personal theories of achievement striving, in which in the face of failure, performance tends to improve when individuals make attributions to a lack of effort, but worsen when they attribute their failure to a lack of ability.