Sunday, July 23, 2023

The Marshmallow Test: Understanding the Power of Delayed Gratification

Introduction


In the realm of psychological studies, few have captured the public's imagination as much as the iconic "Marshmallow Test." Conducted by psychologist Walter Mischel in 1960, this groundbreaking experiment delved into the fascinating concept of delayed gratification and its long-term effects on human behavior. The study's insights have since become foundational in understanding self-control and its impact on success in later life.


The Marshmallow Test - A Sweet Experiment


Picture a room with a group of young children, each presented with a tantalizing marshmallow on a plate. The researchers gave them a simple choice: they could either eat the marshmallow right away, or if they resisted the temptation for a short period, they would receive an additional marshmallow as a reward. The wait time varied between fifteen minutes and twenty minutes, during which the researchers left the room to observe the children's reactions.


Self-Control and Delayed Gratification


At first glance, the Marshmallow Test might appear to be a mere exercise in self-control for children. However, its implications extended far beyond the immediate context. Those children who demonstrated the ability to delay gratification and wait for the second marshmallow displayed higher levels of self-control. In contrast, those who couldn't resist the urge tended to indulge impulsively and consume the single marshmallow promptly.


Long-Term Impact


The true significance of the Marshmallow Test emerged when the researchers followed up with the participants over the years. Remarkably, the children's ability to delay gratification during this simple experiment had far-reaching consequences. Those who showed patience and self-control were found to have better academic performance, improved emotional regulation, and healthier relationships later in life.


Academic Success: The ability to delay gratification is closely linked to improved academic achievement. Patient children tend to be more focused, persistent, and better able to concentrate on their studies, giving them an edge in the learning process.


Emotional Regulation: Delayed gratification fosters emotional resilience. Children who learn to manage their impulses and emotions are more capable of coping with stress and setbacks, leading to enhanced psychological well-being.


Social Skills: Patience and self-control are integral to maintaining positive relationships. Individuals who can delay immediate rewards are more likely to develop stronger social skills and empathy towards others.


Professional Success: The correlations between delayed gratification and success in adulthood extend to the professional realm. As adults, those who exhibited self-control during the Marshmallow Test were more likely to demonstrate discipline, adaptability, and goal-oriented behaviour in their careers.

The Role of Parenting

The Marshmallow Test also provided valuable insights into the role of parenting in fostering self-control in children. Children who came from supportive and nurturing environments tended to perform better in the experiment, as they had learned to trust that delaying gratification would result in positive outcomes. On the other hand, children raised in less stable environments may have developed a stronger inclination towards immediate rewards as a way to cope with uncertainty.

Conclusion

The Marshmallow Test continues to serve as a timeless reminder of the significance of self-control and delayed gratification in our lives. Understanding the capacity to resist temptation and forego immediate rewards can have far-reaching implications for academic success, emotional well-being, and professional achievements. As parents, educators, or individuals seeking personal growth, we can draw valuable lessons from this iconic experiment and apply them to build a brighter and more successful future. So the next time you encounter a tempting marshmallow in your life, remember the power of patience and self-discipline!

Tuesday, March 3, 2015

Preparation Strategy

Several people have requested me to formulate a strategy to qualify UGC NET as they've left their studies years before. But this post would help those also who want to adopt a new strategy after successive failures. Moreover in this post I've tried to integrate the various posts of the blog so that you may easily access them.
First and foremost it is essential to assess whether you would be willing to INVEST at least 2/3 hours daily or not. Then...

1. Start with the NCERT: It'll serve two purposes first you'd able to reassess your level of familiarity with the material and secondly it'd act as a catalyst in consolidating the remnants of Psychology which has decayed over a long period of time.

2. Refer either Morgan & King or Atkinson for General Psychology.
(If you are pursuing/ have completed Post Graduation from IGNOU then revise the IGNOU Notes, for they are without an iota of doubt quite good.)

3. Dissect the syllabus in the manner I had already dealt with. Go to the following link, either click here or paste the link provided in the bracket. (http://psychologyjrf.blogspot.in/2012/10/analysis-of-syllabus.html ).

4. Refer to the Book list I've compiled ( http://psychologyjrf.blogspot.in/2012/10/books.html). Thoroughly study them.

5. Practice solving MCQs.
Which book to refer? Go to the following Post of the Blog( http://psychologyjrf.blogspot.in/2012/10/books-for-multiple-choice-questions.html).

6. Solve questions asked during the last 4/5 years.

Finally the three R's of success:
First: Read;
Second: Revise; and
Third: Keep on revising.

If you've any suggestions feel free in updating the same in the comment box.
All the Best

Wednesday, July 16, 2014

Question on the Sanctity of UGC NET


The University Grant Commission (UGC) has been entrusted with the responsibility of conducting the National Eligibility Test (NET). According to UGC, NET determines the eligibility of Indian nationals for the Award of Junior Research Fellowship (JRF) and eligibility for lectureship in order to ensure minimum standards for the entrants in the teaching profession and research. It is conducted twice in a year, first in June and then in December. Till December 2011 the test consisted of three papers. Paper-I comprised of 60 objective type questions of general nature, intended to assess the teaching/research aptitude of the candidate. Paper-II consisted of 50 objective type compulsory questions based on the subject selected by the candidate. Paper-III consisted of only descriptive questions from the subject selected by the candidate. From June 2012, Paper-III consists of 75 objective type compulsory questions from the subject selected by the candidate.

UGC demonstrated its penchant for the multiple choice question (MCQ) format by adopting it wholeheartedly at all levels which brought efficiency in conduction of the test and declaration of the results. But it failed to introduce subsequent and essential changes in other areas. That is why it has flaws at almost all stages.


Registration and Sitting Arrangement
 

Of the roll number, the first two digits are the centre code while the third and fourth digits denote the subject code and the last four digits are assigned in the order of form submission e.g. 02040122 here 02, 04, and 0122 are the code of the University of Allahabad, code of the subject Psychology, and order of form submission respectively. This is a grave mistake committed by UGC because candidates who have planned for cheating or euphemistically speaking helping each other, submit the form together one after the other. So they get the roll number in serial order. Sometimes two or three students apply only to help another student in getting qualified. Moreover all the candidates of a particular subject are allotted their centre of examination at one place or two/three places if candidates are in large number in that particular subject. Candidates of two subjects are seated alternatively i.e. one of Psychology then another of Political Science then of Psychology and this continues. In sitting arrangement of this ilk, those who have planned for prosocial behaviour in the exam easily circumvent the fragile inspection of the invigilators.

Syllabus and Question Paper

Although Paper 3 which earlier required descriptive responses has been converted into objective type yet the syllabus has not been revised despite the fact that Paper 2 is already objective type. The question paper of Paper 2 and Paper 3 has only one set so all the candidates of a particular subject have the question in the same order. Due to that the language of signs and symbols improvised by candidates works efficiently in the examination hall.

Time in Paper 3

 

In Paper 3 there are only 75 objective type questions and the time given to the candidates is two hours and thirty minutes (150 minutes). Candidates complete their paper effectively in not more than 75 minutes. So there is plenty of time for cherishing friendship and cheating.

Sunday, December 22, 2013

Authors and their Books


There are many books which had tremendous influence on the discipline of Psychology and thus have attained the status of classic or were best sellers. Occasionally UGC asks questions in which a person is required to match the authors and the books. While studying we come across many books and authors, we need to make a list of such books and their authors. But a vast majority seldom does that. I, therefore, have tried to compile a list which is not exhaustive but I hope will help many students. Don’t try to memories the whole list, just go through it few times that would help in recognising/matching them in the exam because most of the names of the books are associated with the theories of the respective authors.
There is one more technique that you may try. Almost all the authors are associated with some theories so when you are preparing notes then after the theories, write down the names of the books associated with the author. Or if you don’t prepare notes and prefer to read from textbooks then write down after the chapters.

Gordon Allport
Personality: A Psychological Interpretation (1937)
         Traits Revisited (1966)

Alan Baddeley
            Working Memory (1986)

Frederick Bartlett
Remembering: A Study in Experimental and Social Psychology (1932)

John Bowlby
            Attachment and Loss, Volume 1: Attachment (1969)
            Attachment and Loss, Volume 2: Separation, Basic Books (1973)
            Attachment and Loss, Volume 3:  Loss, Sadness and Depression (1980)

Raymond Cattell
            Personality and Learning Theory (1979)
            Intelligence: Its Structure, Growth and Action (1987)

Noam Chomsky
            Syntactic Structures (1957)
            Studies of Semantics in Generative Grammar (1972)
            Rules and Representations (1980)

Erik Erikson
          Childhood and Society (1950)
Insight and Responsibility (1964)
Identity, Youth and Crisis (1968)
Gandhi’s Truth (1969)
Dimensions of a New Identity (1974)
Life History and the Historical Moment (1975)
The Life Cycle Completed: A Review (1982)

Sigmund Freud
            The Interpretation of Dreams (1900)
            The Psychopathology of Everyday Life (1904)
            Three Essays on the Theory of Sexuality (1905)
            Totem and Taboo: Resemblances between the Psychic Lives of Savages and Neurotics (1913)
            Beyond the Pleasure Principle (1920)
            The Ego and the Id (1923)
            The Future of an Illusion (1927)
            Civilization and Its Discontents (1930)

Clark Hull
          Principles of Behavior (1943)
Essentials of Behavior (1951)
          A Behavior System (1952)

Carl Jung
          Psychological Types (1923)
Contributions to Analytic Psychology (1928)
Modern Man in Search of a Soul (1933)

Lawrence Kohlberg
            The Philosophy of Moral Development (1981)
            The Meaning and Measurement of Moral Development (1981)

Kurt Lewin
          A Dynamic Theory of Personality (1935)
Principals of Topological Psychology (1936)
The Conceptual Representation and the Measurement of Psychological Forces (1938)

Konrad Lorenz
            On Aggression (1963)
            The Foundations of Ethology (1981)

Abraham Maslow
            Motivation and Personality (1954)
            Toward a Psychology of Being (1962)
            The Farther Reaches of Human Nature (1971)

David McClelland
            The Achieving Society (1961)

Stanley Milgram
            Obedience to Authority (1974)

Jean Piaget
          Judgment and Reasoning in the Child (1928)
Play, Dreams and Imitation in Childhood (1951)
The Child’s Conception of Number (1952)
Origins of Intelligence in the Child (1953)
Construction of Reality in the Child (1954)
Biology and Knowledge (1971)
Equilibration of Cognitive Structures (1985)

Carl Rogers
          Counselling and Psychotherapy (1942)
Client-Centred Therapy (1951)
On Becoming a Person (1961)
A Way of Being (1980)

Herbert Simon
            Human problem-solving (1972) (with A. Newell)

B. F. Skinner
            Science and Human Behavior (1953)
            Verbal Behavior (1957)
            Schedules of Reinforcement (1957) (with C. B. Ferster)
            Beyond Freedom and Dignity (1971)
About Behaviorism (1974)

Edward Thorndike
            Animal Intelligence (1911)
            The Psychology of Wants, Interests and Attitudes (1935)

John Watson
          Animal Education: An Experimental Study on the Psychical Development of the White Rat (1903)
            Behavior: An Introduction to Comparative Psychology (1914)
Behaviorism (1914)
Psychology from the Standpoint of a Behaviorist (1919)

Wilhelm Wundt
            Principles of Physiological Psychology (1873–74)
            Outlines of Psychology (1907)