Transcript Slide 1

Can You Resist the
Rainbow?
The Skittles Challenge
By: Rachel Bastian & Lindsey Stryk
Instant
Gratification
Key Terms:
• Erik Erikson:
– Stages in psychosocial
development.
– Id vs. Id confusion
– Autonomy verse shame
and doubt
– Initiative vs. guilt
– Will power
– Frustration
• Bandura:
– Authoritative Model
– Development of Self
Control
– Self Punishment
– Aggression
– High Guilt and Low Guilt
“Understanding the transition from the young
infant, who had virtually no impulse control and
delay ability, to the adult who must have at least
some self-control to survive, is one of the
greatest challenges for students of human
development”
-O. Ayduk and W. Mischel
Erik Erikson
• Born in Frankfurt Germany in
1902.
• Child of an extramarital union.
• Graduated from HS
• Became interested in Psychology
at the age of 25yrs.
• Married Joan Serson
• Left Europe in 1933
• In 1960 he began to teach at
Harvard University until his
death in 1994.
Erikson’s Life Cycles
•
Stages 2-5
– 2 (early childhood), strengths:
will, crises: autonomy vs. shame,
general opposition: compulsion
– 3 (play age), strengths: purpose,
crises: initiative vs. guilt, general
opposition: inhibition
– 4 (school age), strengths:
competence, crises: industry vs.
inferiority, general opposition:
inertia
– 5 (adolescence), strengths:
fidelity, crises: identity vs.
identity confusion, general
opposition: repudiation
– (Erikson, 32)
Shame & Doubt  Will
• “To the extent that children resolve this second
crisis(referring to the 2nd stage) in a positive way,
with a favorable ratio of autonomy over shame
and doubt, they develop the ego strength of
rudimentary will, “will”
• Erickson said, is “the unbroken determination to
exercise free choice as well as self-restraint”.
• Erikson concludes that while the child must learn
to control their impulses and deny that which is
lacking in worth, ultimately the child is in charge
and not the external powers (Crain. P 284).
Erik Erikson, a loyal Freudian
• Not only did Erikson expound upon each
general concept in every Freudian Stage, but
he also expanded Freud’s Theory of stages so
that it included the whole life cycle.
• Freud was initially our main theorists
– Studies not did not specifically pertain to our area
of focus
Albert Bandura
Born-1925 in Alberta, Canada
• The University of British Columbia
as an undergraduate.
• became involved in Psychology
inadvertently
• Attended the University Of Iowa
for Graduate School
• Became a faculty member of
Stanford University.
• Believes that we learn rapidly
through observation.
• On the maturist side
The Development of Self Control
• “…most children, even in
the absence of
reinforcement form
external agents, maintain
many of the response
patterns they have acquired
through parental training “
(Bandura, 1963).
• Emphasizes the role of
parental modeling and
imbedded family morals
• Can be extended to
included community/
society norms, religious
customs and general
background upbringing
Moral Judgment
• “Piaget proposed a two
stage theory of moral
judgment, one aspect of
which concerns
consequences versus
intentions. That is, younger
children tend to judge
wrongdoing in terms of its
consequences, [while] older
children tend to base their
judgments on the intentions
behind the act” (Crain.
P210).
Example:
• “A young child is likely to say
that a boy who made a large
ink spot trying to help his dad
is naughtier than one who
made a small ink spot when
playing around” (Crain.
P210).
• Young child focuses on
amount of damage
• Older child  focuses on
motive
Food for thought…
• “…the cognitive processes that underlie this
deceptively simple task [controlled impulse] in
childhood are the same ones needed for
success in adolescence and
adulthood”(Gleitman 2011).
• Possess since birth?
– Genetics?
Bandura is Inspired..
• Bandura believed that one could change a
child’s way of thinking by different modeling
influences.
• So he conducted his own research…
Moral Reasoning
• “Bandura tried to show that the children’s thinking could be
altered by modeling influences. In a key part of the
experiment, children individually observed an adult
model who was praised for giving responses contrary to
their own dominant mode.
• If, for example, a child had typically judged wrong doing
in terms of intentions, the model always based her
judgment on the consequences. An experimenter
presented the model with a moral dilemma, praised her
when she gave her answer, and gave the child a turn on a
new item. Taking turns like this the model and child each
responded to 12 new items (different from the pretest
items).
The Results:
• This training procedure did have a strong effect.
Prior to the training, children gave one type of
moral response only about 20% of the time;
during the treatment, this number increased to
an average of about 50%.
• The experiment also included an immediate
posttest in which the children responded once
again to the pretest items. The results indicated
that the children persisted with their new mode
of responding (about 38% to 53% of the
time)(Crain. P211).”
Bandura’s Claim..
• Bandura claimed that this study highlights the
adult altering influence on Piaget’s specified
stages of development (Crain, 211).
Effects on our Project
• In light of Bandura’s belief • We told child:
that a child’s way of
• “You have two options, neither of them is
thinking could be
influenced, or even
more right or wrong than the other. You
changed by different
can either eat your skittles now or you
modeling influences
can wait (insert #) minutes until we
effected the procedures
in our research project.
return. At which time if you haven’t
• We did not make any one
touched any of your skittles we will let
action more right or
you keep the skittles in front of you and
wrong than the other.
then some.”
This way the child would
not be influenced by our
beliefs.
• The Marshmallow test.
• Created by Walter
Mischel, a Stanford
psychologist (Leslie Ian.,
2009).
• First done in the 1960’s.
• Tested on 4 year olds.
Dealing with Instant Gratification
http://www.youtube.com/watch?v=rMkn4J_l9uU
• We decided to use skittles over marshmallows since
Skittles seem to be more of a universal desire.
• There is more than just one flavor.
• We also thought that children would be more apt to
sneak eating skittles, in hopes that we wouldn’t notice.
(Little did they know that we counted them out
beforehand, muwahaha)
• Skittles smell euphoric.
• They are very colorful, and are therefore synthetically
pleasing to the eyes.
– This would possibly cause more temptation for younger
children.
• The size of skittles is convenient for snacking.
Hypothesis
• Younger children, ages 4-7, were more
likely to give in to their desires, thus
eating the skittles
• We also hypothesized that the younger
children, ages 4-7, were more likely to try
and sneak a skittle unbeknownst to us
• If a child is significantly involved in sports,
spends a considerable amount of time
using technology (tv, computer, video
games), and is not an avid reader, then
she/he will most likely succumb to instant
gratification by eating the skittles.
Survey Questions
• How old are you?
• Do you play any sports?
– Which sports? How many?
• Do you have a cell phone? Texting?
• How often do you watch T.V. and movies?
– Rated on Likert scale
• How often do you video/games/ Nintendo ds/ xbox/ computer games/ internet?
– Rated on Likert scale
• How often do you read for fun?
Survey Results
• Survey intended to investigate possible
connections between variables however,
we do not have enough participants to
obtain actual quantitative data
– Possible further research study
• All the children had limited access to
T.V./ movies and other media
distractions
– Limited to weekends
– Supports upbringing theory of Erikson and
parental influence mentioned by Bandura
• No significant relation between reading
and experiment results
– About half enjoy pleasure and about half
do not enjoy pleasure reading
Experimental Results
Gender
Age
Skittles
Male
13
Waited
Female
13
Waited
Male
8
Waited
Male
4
Waited
Male
7
Waited
Male
4
Happily devoured skittles
in under 5 minutes
Male
11
Waited
Female
11
Waited
Male
9
Waited
Male
11
Waited
Male
6
Waited
Temptation vs. Resistance
• Angelic 4 year old maleimmediately grabbed for the
skittles until… we informed him
that he would be given more if he
waited. Thus, he proceeded to sit
back and cross his arms
proclaiming “I’m gonna wait ten
minutes!”, and holding to his
word, he did.
• The other 4 year old male said he
would wait as well, only to eat all
his skittles in under 5 minutes of
waiting.
Female, age 13
• Conspicuously hid one of the skittles to
mislead us into thinking that she ate
it…sneaky, sneaky.
• Our Hypothesis was partially supported
by the 4year old male who ate the
skittles.
– He was involved in four sports
– He didn’t read due to the fact that he didn’t
know how.
Influential Variables
“there are marked individual differences in the extent to which persons deny
themselves rewards that by others are regarded as socially permissible” (Bandura, 171)
Inability to Resist
• Frustration
• Temptation
• Desire
• Independence
– children will alternate
between slavish
compulsiveness and willful
impulsivity, the child will act
totally independent by
altogether identifying with his
rebellious impulse (Erikson,
78)
Delayed Gratification
•
Bandura
–
–
–
–
Shame
Fear
Guilt
Self-punitive responses
•
–
–
•
Personal standards of achievement to
maintain, (Bandura, 170)
Cultural and religious norms
Parental models
Erikson
–
–
–
–
–
–
Upbringing
Morals
Accomplishments
Success
Self-Esteem
Confidence
Limitations
• Each environment was different.
– We’re pretty sure that one child took a nap.
• We came at different times.
– This could effect the level of a child’s hunger. We could have conducted our
study after/before a child had
• Since we conducted our research around Halloween, children probably
already have their Halloween fix.
• Children were never in a room that was completely bare.
• We did not have an even girl to boy ratio from our testing pool.
• Tested children from same social environment, all were associated with UD
in some manner. Therefore, this might of led to more well behaved kids.
– Refer to Bandura Research on aggressive vs. Withdrawn boys and their fathers.
•
•
•
•
Not enough time
Funds
Would have focused more on younger children.
Parent was near by when experiment was conducted.
If Only We Could Do It Over Again…
• If we could do this project over again we would use the same environment
to test each children.
– Empty, secluded and quiet room with no distractions
• We would expand our testing pool to children of different social end
economic backgrounds.
• We would have tested at least one boy and girl from each age group.
– More focus placed on younger age groups and between genders
– Aggression is more associated with males and aggression and self-control are
significantly negatively correlated as detected in Bandura’s research
• We would of given them a greater amount of skittles.
• Focus on time in which skittles are eaten
-amount of time spent resisting is significant in determining child’s resistance
- “Children who do not deviate, or who deviate only after an extended period of time, are judged
stronger than their resistance to temptation” (Evans, 1978).
• Possibly observe children's actions during the waiting period
Did you resist the rainbow?
Encore!
• http://www.youtube.com/watch?v=jQvBrEEYS
20&feature=related
Picture Citations
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http://www.google.com/imgres?um=1&hl=en&sa=N&biw=1280&bih=651&tbm=isch&tbnid=VIro8qDViaKUDM:&imgrefurl=http://www.graphicsdb.com/img129092.htm&d
ocid=Qg09dY41nw1vQM&imgurl=http://www.graphicsdb.com/data/media/791/skittles.jpg&w=320&h=480&ei=UcGTq32OfGrsAKs_ImqBA&zoom=1&iact=hc&vpx=517&vpy=90&dur=1530&hovh=275&hovw=183&tx=104&ty=117&sig=106677409666326966388&page=2&tbnh=132&tbnw=9
1&start=15&ndsp=18&ved=1t:429,r:8,s:15
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f&aqi=&aql=&gs_sm=e&gs_upl=10400l20110l0l20199l68l48l2l28l3l4l309l2169l8.7.1.1l18l0&bav=on.2,or.r_gc.r_pw.,cf.osb&fp=6b9cfd0d0d91e2e6&biw=1280&bih=651
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