The Marshmallow Test- Child Impulse Control

The Marshmallow Test- Child Impulse Control

After watching the video, I noticed three things. The first thing was that none of the girls in the experiment could fight their urges. This leaves the question of whether the ability to resist cravings differs based on gender (Igniter Media). The second observation I made was that the two boys tested together were having a conversation that may have helped them support each other through the test. This outcome also created a gap that should be studied: the impact that grouping has on fighting the urges (Igniter Media). Thirdly, I also observed that after waiting and watching patiently, one of the participants put the two marshmallows in his mouth all at once. This observation also raised the question of whether waiting can lead to that one moment of impatience, like eating all the marshmallows at once instead of eating one at a time (Igniter Media). This specific behaviour change should be studied in relation to controlling urges. Need help with your assignment ? Reach out to us. We offer excellent services.

After reading about emotional intelligence as described by Daniel Goleman, I learned the following five things about emotional intelligence. To be emotionally intelligent, I must be aware of my emotions and control them as they rise (Kaiser and Rasminsky 124). Two, I must be in control of my impulses. This means that I should calm down, soothe myself, and respond appropriately (Kaiser and Rasminsky 124). Third, I must be able to self-motivate, which is seen in how I calm down, delay gratification, stay inspired, and remain resilient when facing challenges and setbacks. Fourth, emotional intelligence is there when I have empathy (Kaiser and Rasminsky 124). Empathy understands others’ feelings, emotions, and needs. Five, emotional intelligence is manifested when I can manage relationships. This fifth point means I should manage groups and people’s feelings and offer solutions.

The Importance of Emotional Intelligence 

Emotional intelligence is important because it helps in relations, leadership, and professions. Emotional intelligence helps one build solid and meaningful ties because one demonstrates empathy (Drigas and Papoutsi 5). It also manifests in patience with others; thus, one can have lasting relationships. Secondly, in leadership, emotional intelligence helps one manage the team well. By understanding the emotions, the leader can support team members (Drigas and Papoutsi 3). EI also helps the leader know how to handle each team member. EI is needed in every profession to help create a good working relationship with colleagues. Moreover, EI can help a person behave professionally in the workplace, handle customers respectfully, and even offer sound solutions when necessary.

Ways to Help Children Develop Impulse Control

To help children develop the impulse to control, one can begin by assisting children in identifying their feelings and learning to manage them. For instance, when they are angry, help them know that the surface is anger, and it can be controlled (Chen 2). The second way is by directing them to repeat steps when they rush through them. For instance, when children are given directions to do something, they may rush through, so they can be told to repeat the steps until they can do it slowly and carefully (Chen 2). The third way to teach them is through training their skills on how to solve their problems. The fourth approach is giving them structures to follow in their daily programs (Chen 2). The fifth approach is teaching them anger management.

Issues with Impulse Control in the Young Children

First, impulse control is missing when they are going out for lunch, and the solution for this will be to help them move out of the class in order while standing in a single file. Second, impulse control is also missing when picking their writing materials from the teacher’s desk. This can be controlled by letting the children sit and the teacher distributing the writing materials. Thirdly, Impulse control is also needed when they are sharing reading books. Some learners are unwilling to share, and this can lead to fights. This will be tamed by teaching the children to share, or they can all miss the book until they are willing to share. Fourthly, impulse control is also needed when returning toys and cleaning the class. Some learners can choose to rush through the process. This can be tamed by telling them to go through the step again. Lastly, some lack impulse control when being corrected. Some get angry and scream or rebel. This will be tamed by giving the child a punishment like grounding them.

Works Cited

Chen, Hsin-Yung et al. “Developmental Traits of Impulse Control Behavior in School Children   under Controlled Attention, Motor Function, and Perception.” Children (Basel,    Switzerland) vol. 8,10 922. 16 Oct. 2021, doi:10.3390/children8100922

Drigas, Athanasios S, and Chara Papoutsi. “A New Layered Model on Emotional Intelligence.”   Behavioral sciences (Basel, Switzerland) vol. 8,5 45. 2 May. 2018,        doi:10.3390/bs8050045

Igniter Media. “The Marshmallow Test.” YouTube. 2010. Retrieved From             https://www.youtube.com/watch?v=QX_oy9614HQ Kaiser, Barbara, and Rasminsky, Judy. Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively with Enhanced Pearson EText —          Access Card Package. United States, Pearson Education, 2016.

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View the above video. What does “The Marshmallow Test” tell us about a child’s impulse control? And why does it matter?
On page 138 of your Challenging Behavior in Young Children textbook, an interesting experiment with marshmallows was conducted on young children by a psychologist named Walter Mischel. What Mischel discovers is that the ability to delay gratification or practice impulse control was a predictor of future success. The “marshmallow test” became one of the best-known of all the scientific studies. In this experiment, four-year-olds from the Stanford University preschool were brought to a room and sat in a chair in front of a juicy marshmallow on a table. The experimenter then told them they could eat it now or get two if they were willing to wait until the experimenter came back from running an errand.

In the marshmallow test, impulse control turned out to predict how well those kids were doing 14 years later, as they were graduating high school. Those who waited, compared to those who grabbed, were more popular with their peers, had less trouble delaying gratification, and scored far higher on achievement tests.

We now have a better idea of exactly what part of those four-year-old brains was at work in resisting temptation or giving in. Whenever we get an impulse to do something but then do not act on it, we can refer to the dorsal frontal-median cortex, an area just above and between the eyes. These prefrontal circuits are among the last parts of the brain to become anatomically mature; much of the increasing self-control that marks a child’s maturation over the years is the external sign that these circuits are developing as they should. (Remember that we learned about the brain and behaviour in Chapter 4).

For instance, the “Terrible Twos” refers to the daily child-parent drama of impulse and its control, which no doubt revolves around this circuitry. As a toddler lunges for the fragile lamp, dog’s food, paring knife — you name it – a parent’s firm “No” stands in for a fully functioning dorsal frontal-median cortex. As that circuitry matures, the “no” becomes internalized, a basis for free will, some say – or, more specifically, “free won’t,” the capacity to squelch an impulse. A failure in this circuitry may be at play in disorders ranging from attention deficit to addictions.

Psychologist Daniel Goleman studied Mischel’s findings and took it further by stating that “one of the secrets to impulse control is learning the difference between feelings and actions.” If resisting impulse is the root of all self-control, since all emotions, by their very nature, lead to one or another impulse to act, as described by Goleman, then it is imperative that we teach young children how to delay instant gratification and control the urge to act impulsively. By their very nature, impulses come unexpectedly and unbiddenly from the mind’s unconscious. But once they come, we have a choice: to act on the impulse or not. The capacity to “just say no” to dangerous impulses is one mark of emotional intelligence.

FOR YOUR ASSIGNMENT:
Write a 1 paragraph (8-10 sentences) reaction to the children in the video recreation of the marshmallow test that you viewed.
Look up Emotional Intelligence (Goleman) and list 5 things that you learned.
Do you believe that Emotional Intelligence is important? Why or why not? Write 1 paragraph (8-10 sentences) stating your case.
List 5 ways to help children develop impulse control, citing where you received your information.
Think of 5 times during the day in a classroom when young children might have an issue with impulse control. List those five times and also list a solution to helping young children keep their actions in check.