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1. A Marshmallow and a Song (EJ822976)
Author(s):
Kenney, Susan
Source:
General Music Today, v22 n2 p27-29 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Opinion Papers
Peer-Reviewed:
No
Descriptors: Singing; Music; Rhyme; Delay of Gratification; Nursery Rhymes; Young Children
Abstract: Music exists in time. One cannot get to the end of the song before going through the song. Is this significant for helping children wait? And can the way we present a singing game activity intensify the delay of what might be a gratifying moment at the end of the song? In this article, the author reflects on whether music can teach delayed gratification to young children.
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2. Delay and Inhibition as Early Predictors of ADHD Symptoms in Third Grade (EJ825319)
Campbell, Susan B.; von Stauffenberg, Camilla
Journal of Abnormal Child Psychology, v37 n1 p1-15 Jan 2009
2009-01-00
Journal Articles; Reports - Evaluative
Yes
Descriptors: School Readiness; Delay of Gratification; Resistance (Psychology); Attention Deficit Hyperactivity Disorder; Inhibition; Grade 3; Elementary School Students; Longitudinal Studies; Young Children; Predictor Variables; Symptoms (Individual Disorders); Attention Span; Planning; Comparative Analysis
Abstract: We used data from a large, longitudinal study of children in the community, the NICHD Study of Early Child Care and Youth Development, to examine how well earlier measures of delay capacity, inhibitory control, planning, and attention predicted symptoms of attention deficit hyperactivity disorder (ADHD) assessed in third grade. Children with elevated symptoms of both inattention and hyperactivity-impulsivity (n = 57) and with inattentive symptoms only (n = 80) were identified via mother and teacher reports using the "or" rule, as were children without significant symptoms (n = 790). Multinomial logistic regression analyses indicated that poorer performance on earlier measures of resistance to temptation, delay of gratification, response inhibition, attention, and planning obtained from 36 months to 1st grade predicted membership in the two symptom groups relative to the comparison group in 3rd grade, albeit with somewhat different patterns of predictors. Controls for 36 month school readiness and externalizing symptoms indicated that these results were generally robust and not an artifact of initial cognitive or behavioral differences. Implications for developmental models of ADHD are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie (EJ817233)
Bembenutty, Hefer
Teaching of Psychology, v35 n4 p363-372 Oct 2008
2008-10-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Discovery Processes; Learning Strategies; Teacher Educators; Educational Psychology; Test Anxiety; Classroom Techniques; Self Efficacy; Delay of Gratification; Cognitive Psychology
Abstract: Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, "Teaching Tips", is now in its 12th edition (McKeachie & Svinicki, 2006). Hefer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Maternal Emotion-Related Socialization and Preschoolers' Developing Emotion Self-Awareness (EJ808319)
Warren, Heather K.; Stifter, Cynthia A.
Social Development, v17 n2 p239-258 May 2008
2008-05-00
Journal Articles; Reports - Research
Descriptors: Emotional Intelligence; Socialization; Delay of Gratification; Preschool Children; Receptive Language; Self Concept; Emotional Development; Developmental Stages; Psychological Patterns; Predictor Variables; Language Skills
Abstract: Preschoolers' ability to demonstrate awareness of their own emotion is an important socio-emotional competence which has received increasing attention in the developmental literature. The present study examined emotion self-awareness of happiness, sadness, and anger in response to a delay of gratification task in 78 preschool children. Maternal emotion-related socialization behaviors (ERSBs) including reported emotional expressivity, responses to her child's emotions, and observed emotion talk, were examined as predictors of children's emotion self-awareness skill one year later. Results show that, after controlling for receptive language ability, supportive ERSBs were predictive of high self-awareness of happiness whereas non-supportive ERSBs were predictive of low self-awareness of sadness. The results demonstrate that the concordance between observed and self-reported emotion serves as a useful index of children's awareness of their emotional experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Helping Young Children to Delay Gratification (EJ796472)
Lee, Pai-Lin; Lan, William; Wang, Chiao-Li; Chiu, Hsiu-Yueh
Early Childhood Education Journal, v35 n6 p557-564 Jun 2008
2008-06-00
Descriptors: Delay of Gratification; Young Children; Labeling (of Persons); Story Telling; Control Groups; Kindergarten; Gender Differences
Abstract: The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; (a) labeling: received the treatment of being labeled as "patient" kids; (b) story-telling: were read a story about the patient antagonist rewarded double gifts, while the impulsive character got only one same reward; (c) control: received no treatment. Under the DG task of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M = 13.23 m) than the control one (M = 11.25 m), showed marginal significant difference at p = 0.06, medium effect size magnitude at eta[superscript 2] = 0.06. No significant mean differences were found between the story-telling (M = 12.68 m) and the control group, though the story-telling group delayed more than 1 min longer than their counterparts. Sex differences on the task are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Future Rice Is Discounted Less Steeply than Future Money in Thailand (EJ792090)
Takahashi, Masaharu; Masataka, Nobuo; Malaivijitnond, Suchinda; Wongsiri, Siriwat
Psychological Record, v58 n2 p175-190 Spr 2008
2008-00-00
Descriptors: Delay of Gratification; Foreign Countries; Rewards; Food; Reinforcement; Comparative Analysis; Money Management
Abstract: There is evidence that people discount food more steeply than money, suggesting that primary or consumable reinforcers lose value quickly, whereas conditioned or nonconsumable reinforcers lose value slowly. In the present study, discounting rates of baht (unstable currency) and rice (preservable food) were compared during a period of unstable economic conditions in Thailand. Delay discounting of 2 amounts of hypothetical money and 2 matched amounts of hypothetical rice were examined. For smaller amounts of rewards, there was no difference in rates of discounting between money and a matched amount of rice. For larger amounts of rewards, however, money was discounted more steeply than a matched amount of rice. It was suggested that the unstable currency might be discounted more severely than a durable good of comparable monetary value in some circumstances. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Responding to Children's Needs: Amplifying the Caring Ethic (EJ818886)
Goodman, Joan F.
Journal of Philosophy of Education, v42 n2 p233-248 May 2008
Journal Articles; Reports - Descriptive
Descriptors: Altruism; Ethics; Empathy; Moral Values; Caring; Childhood Needs; Parent Role; Teacher Role; Parent Child Relationship; Teacher Student Relationship; Justice; Delay of Gratification; Need Gratification; Reinforcement
Abstract: According to care theory the good parent confronting a helpless child has an unmediated impulse to relieve his distress; that impulse grows into a prescriptive ethic of relatedness, often contrasted to the more individualistic ethic of justice. If, however, a child's nature is understood as assertive and competent as well as fragile and dependent; if, in addition, he acquires needs through socialisation and is the beneficiary of inferred needs determined by others, then an ethic of need-gratification is insufficient. Caring theory, with its emphasis on empathy, compassion, and attentiveness to the child's present state undervalues the role of adult restraint and imposition in a rounded caring philosophy. Parents (and teachers) must continuously balance gratification with suppression, support with restraint, engrossment with detachment. From this process emerges a revised relational ethic in which the care/justice distinctions are collapsed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Self-Regulation and the Income-Achievement Gap (EJ820564)
Evans, Gary W.; Rosenbaum, Jennifer
Early Childhood Research Quarterly, v23 n4 p504-514 2008
Descriptors: Informal Education; Family Income; Delay of Gratification; Academic Achievement; Children; Grade 5; Grade 3; Cognitive Development; Middle School Students; Low Income Groups; Ethnic Diversity; Parent Child Relationship; Early Childhood Education
Abstract: The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and behavior in comparison to their wealthier counterparts. Academic achievement is a function not only of cognitive competencies but also encompasses emotional and behavioral components that could also contribute to the income-achievement gap. In Study 1, family income among rural, White 9-year-olds is positively related to delay of gratification skill. This, in turn, accounts for subsequent, middle school grades at age 13. In Study 2, family income during early childhood (age 2 to Grade 3) in an ethnically diverse, national sample predicts cognitive development in 5th graders, controlling for prior levels of cognitive development at 15 months. This prospective, longitudinal relation is again mediated by delay of gratification skills. Evidence is also presented in Study 2 that the income [right arrow] self-regulation [right arrow] achievement path operates independently of parental investment. Analyses of both sets of data also include multiple indices of familial characteristics (e.g., maternal education, ethnicity, single-parent status). Early childhood poverty matters for later academic achievement but reasons encompass both cognitive and socioemotional processes. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Surprising Influence of Delayed Primary Reinforcement on Choice (EJ800972)
McDevitt, Margaret A.
Behavior Analyst Today, v8 n1 p89-95 2007
2007-00-00
Descriptors: Program Effectiveness; Reinforcement; Influences; Reaction Time; Delay of Gratification; Animals; Responses; Behavioral Science Research; Experiments
Abstract: It is well known that the duration of the delay between a response and consequence is inversely related to the impact of that consequence on future responding, and even short delays can greatly undermine the effectiveness of a consequence. However, several studies have shown that delayed primary reinforcement can have a substantial impact on responding in situations in which it was assumed to exert little or no influence. For example, delayed primary reinforcement has produced surprisingly strong effects on responding in procedures with simple concurrent schedules and concurrent chains schedules. This article will highlight two studies (McDevitt & Williams 2001; Ploog, 2001) that demonstrate that delayed primary reinforcement can have direct effects on choice. (Contains 3 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences among College Students (EJ779045)
Journal of Advanced Academics, v18 n4 p586-616 Sum 2007
Descriptors: College Students; Delay of Gratification; Self Efficacy; Academic Achievement; Learning Strategies; Motivation; Program Effectiveness; Psychology; Introductory Courses; Gender Differences; Racial Differences; Cognitive Style; Correlation; Multivariate Analysis
Abstract: Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college students. The study examined gender and ethnic differences in the relationships between academic performance, self-regulation, motivation, and delay of gratification using correlational analyses. The study also investigated whether students from diverse gender and ethnic groups differed with regard to their use of self-regulation, motivation, delay of gratification, and academic performance using multivariate and univariate analyses of variance. Participants were 364 college students enrolled in introductory psychology courses in a public university. The results suggested the presence of gender and ethnic differences in motivation, use of cognitive strategies, and delay of gratification, and use of self-regulation of learning is ambiguous. The reported self-efficacy beliefs of all groups of students were moderately to highly correlated with grades. The results also suggested that, independent of gender or ethnicity, the student's evaluation of the importance and usefulness of the course task was related to achievement in the class. There were differences in the relationships between delay of gratification and the use of cognitive strategies, between ethnicity and gender groups. In examining the mean differences of each group, there was a significant difference between course grades, with Caucasian students obtaining higher grades. In addition, minority males also reported significantly lower self-confidence in their ability to perform academic tasks. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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