Planning and executing your behavior. Delaying gratification. Reducing impulsivity. These skills are critical for life. They're critical for academic success, relationship success, success in your work life and for staying out of jail. These self-control skills are just that important. So important, in fact, that research studies going back 50 years continue to this day in order to improve ways for teaching these skills. Let's talk about the Marshmallow Test.
Here's how the test works. A marshmallow is placed in front of the child (mostly 4 year olds) and were told that if they could have the marshmallow now or more "later" (usually no longer than 15 minutes).
Those children who resisted eating the marshmallow (or cookie or pretzel or whatever) immediately in the 1960s/1970s became successful adults. They had higher rates of graduating from college, were healthier (in terms of lower BMI) and had higher incomes. Why?
Those children who resisted eating the marshmallow (or cookie or pretzel or whatever) immediately in the 1960s/1970s became successful adults. They had higher rates of graduating from college, were healthier (in terms of lower BMI) and had higher incomes. Why?
The marshmallow test at age 4 does not determine a child's destiny. But, if a child fails, it may signal a need to practice strategies whereby they learn to reduce their impulsivity and take the few seconds to make an "informed" decision about "what" they actually wanted to happen. The point is for them to have choices.
Children who struggle to self-regulate by controlling their behavior and who may be overly reactive to situations (aggressiveness or anxiety) frequently find themselves without friends and playmates. They may be anxious and sensitive.
If they are aggressive or sensitive, they may behave in ways that cause others to avoid them (rejected and neglected) and then, they don't have opportunities for age-appropriate socialization. Their social skills don't mature and the cycle continues.
There is help for kids with self-regulation and overall executive functioning deficits.
If they are aggressive or sensitive, they may behave in ways that cause others to avoid them (rejected and neglected) and then, they don't have opportunities for age-appropriate socialization. Their social skills don't mature and the cycle continues.
There is help for kids with self-regulation and overall executive functioning deficits.
In his book, Dr. Mischel, who began the studies at Stanford University in the 60's, offers exercises that help you help your children develop self-regulation and executive functioning skills.
In the clinic setting, video games were used (cat in a rainstorm) whereby the child used a joystick to keep an umbrella over the cat. A researcher, Michael Posner, conducted sessions of 40 minutes each and found that children has "substantial increases in their executive function and executive control and even some increase in nonverbal IQ measures".
In the clinic setting, video games were used (cat in a rainstorm) whereby the child used a joystick to keep an umbrella over the cat. A researcher, Michael Posner, conducted sessions of 40 minutes each and found that children has "substantial increases in their executive function and executive control and even some increase in nonverbal IQ measures".
Previous and ongoing research, including a program called Tools of the Mind, prove that there are effective strategies for increasing children's executive control skills and that the need for mastering them is serious and very real in terms of the requirements of the classroom and playground.
Dr. Mischel makes it clear that, as parents, you need to model self-control so that children "know what it looks like". They also need to learn that there are consequences for their behavior. If their behavior is acceptable, the consequences are rewarded; if their behavior is unacceptable, the consequences are not pleasant.
Kids need to appreciate and understand that there is a direct relationship between how they are behaving and "what happens to them" so they can chose their options. As parents, teaching them the "cause and effect" is critical to growth.
Dr. Mischel is working with economists from Harvard University involving some of the kids from the original studies who are in their "very late forties and early fifties" to explore the relationship between the two patterns of development of high and low self-control and economic outcomes. No news on when the results of the study will be completed, but if I find out, I'll let you know!
Kids need to appreciate and understand that there is a direct relationship between how they are behaving and "what happens to them" so they can chose their options. As parents, teaching them the "cause and effect" is critical to growth.
Dr. Mischel is working with economists from Harvard University involving some of the kids from the original studies who are in their "very late forties and early fifties" to explore the relationship between the two patterns of development of high and low self-control and economic outcomes. No news on when the results of the study will be completed, but if I find out, I'll let you know!
School is more than just mastering content and facts, it's about learning "how to get the job done". In other words, it's training for life. Make sure you focus on these executive control and executive functioning skills. Don't subtract from your child's IQ.
Do the best you can. Follow me on Facebook at Dr. Claudia McCulloch.
TTFN, Claudia
TTFN, Claudia
