A 9-year-old boy enters the empty school classroom with the researcher who had been introduced to him just moments before. After a few minutes of getting acquainted, the researcher tells the boy that she is interested in his speed at completing jigsaw puzzles and gives him a puzzle to complete. He does so quickly, and receives her admiration and praise in return. She then gives him four more puzzles, and for each one he is surprised to find that he is unable to finish it in the time provided. The researcher then asks him some questions about how he evaluates his abilities and efforts in completing puzzles, in finishing school work, and in other areas of achievement. Before he leaves, she notes that the four puzzles were designed to be difficult to solve, so he should not feel badly about his performance.