Abstract: As Dweck suggested, stories and verbal praise which imply particular viewpoint about intelligence would affect children’s concept about ability and goal orientation as well. The authors assumed that with the developing of children’s self-awareness and intelligence viewpoint, the same type of intervention will have different meanings and produce special effects. This article aimed to figure out the different effect of intervention using stories and verbal praise as material on children of different ages. 885 students from Grade 3 to 9 participated in the research. Three types of stories were adopted which respectively considered ability as ‘naturally gifted’,’ gained by effort’, and neutral. Also, four types of verbal praise were used in the intervention which described children as ‘intelligent’, ‘diligent’, ‘potential’, and no feedback as controlled condition. The results showed an interaction effect on the grade and intervention types which also carried forward Dweck’s assumption about self theory of ability.