Group Influences on Children’s Delay of Gratification: Testing the Roles of Culture and Personal Connections

The Blindfold Test: Helping to decide whether an effect reflects visual processing or higher-level judgment

Experimenters often ask subjects to rate displays in terms of high-level visual properties, such as animacy. When do such studies measure subjects' visual impressions, and when do they merely reflect their judgments that certain features should indicate animacy? Here we introduce the 'Blindfold Test' for helping to evaluate the evidence for whether an effect reflects perception or judgment. If the same effect can be obtained not only with visual displays but also by simply describing those displays, then subjects' responses may reflect higher-level reasoning rather than visual processing-and so other evidence is needed in order to support a 'perceptual' interpretation. We applied the Blindfold Test to three past studies in which observers made subjective reports about what they were seeing. In the first two examples, subjects rated stimuli in terms of high-level properties: animacy and physical forces. In both cases, the key findings replicated even when the visual stimuli were replaced with (mere) descriptions, and we conclude that these studies cannot by themselves license conclusions about perception. In contrast, a third example (involving motion-induced blindness) passed the test: subjects produced very different responses when given descriptions of the displays, compared to the visual stimuli themselves-providing compelling evidence that the original responses did not merely reflect such higher-level reasoning. The Blindfold Test may thus help to constrain interpretations of the mental processes underlying certain experimental results-especially for studies of properties that can be apprehended by both seeing and thinking.

The power of cultural habits: The role of effortless control in delaying gratification

What factors lead children to delay gratification, holding out for larger rewards later instead of taking smaller rewards now? Traditionally, delay of gratification has been associated with effortful control and willpower. However, we propose that delay of gratification may be partially supported by effortless control employed through habits shaped within sociocultural contexts. Specifically, in sociocultural contexts where waiting is rewarding and socially valued, children are more likely to wait for larger, delayed rewards and to form associations between these contexts and waiting for rewards. These acquired habits enable waiting for rewards without requiring substantial cognitive effort. Based on this novel framework, we reconsider why childhood delay of gratification predicts life outcomes, and the role of cognitive, social, and cultural factors.

A game theoretic complex network model to estimate the epidemic threshold under individual vaccination behaviour and adaptive social connections

In today's interconnected world, the spread of information is closely linked to infectious disease dynamics. Public awareness plays a crucial role, as individual vaccination decisions significantly impact collective efforts to combat emerging health threats. This study explores disease transmission within a framework integrating social connections, information sharing, and individual vaccination decisions. We introduce a behaviour-prevalence model on an adaptive multiplex network, where the physical layer (Layer-II) captures disease transmission under vaccination. In contrast, the virtual layer (Layer-I) represents adaptive social contacts and the flow of information, shaping vaccination decisions within a socially influenced environment. We derive analytical expressions for the epidemic threshold using the microscopic Markov Chain Method (MMCM). Simulation results highlight that adaptive social contacts lead to a higher epidemic threshold than non-adaptive networks. Additionally, network characteristics, such as the power-law exponent in scale-free networks, significantly impact infection spread within populations. Our results reveal that changes in perceived infection risk and an individual's sensitivity to non-vaccinated neighbour's status strongly influence vaccine uptake across populations. These insights can guide public health officials in developing targeted vaccination programs that address the evolving dynamics of social connections, information dissemination, and vaccination choice in the digital era.

Principles for Adapting Assessments of Executive Function across Cultural Contexts

Direct assessments of executive functions (EFs) are increasingly used in research and clinical settings, with a central assumption that they assess "universal" underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness of assessments devised in Western industrialized countries. We selectively reviewed multidisciplinary evidence and theory to identify sets of cultural preferences that may be at odds with the implicit assumptions of EF assessments. These preferences relate to motivation and compliance; cultural expectations for interpersonal engagement; contextualized vs. academic thinking; cultural notions of speed and time; the willingness to be silly, be incorrect, or do the opposite; and subject-matter familiarity. In each case, we discuss how the cultural preference may be incompatible with the assumptions of assessments, and how future research and practice can address the issue. Many of the cultural preferences discussed differ between interdependent and independent cultures and between schooled and unschooled populations. Adapting testing protocols to these cultural preferences in different contexts will be important for expanding our scientific understanding of EF from the narrow slice of the human population that has participated in the research to date.

Autonomous motivation promotes goal attainment through the conscious investment of effort, but mental contrasting with implementation intentions makes goal striving easier

People with autonomous motives (e.g., personal importance) may use automated strategies to effortlessly sustain goal-directed behavior and overcome obstacles. We investigated whether conscious effort, ease of goal striving, physiological effort, and the number of obstacles encountered mediate relations between motives and goal attainment for a competitive cycling goal. Additionally, half the participants (n = 57) were trained in Mental Contrasting with Implementation Intentions (MCII) - a technique that facilitates development of goal-directed behavior - with remaining participants (n = 54) treated as controls. Conscious investment of effort mediated relations between autonomous motives and goal attainment. Subjective ease of goal striving and physiological effort did not. This result indicates that successful goal striving is not perceived as effortless for autonomously motivated individuals working on competitive goals. Conversely, MCII predicted a reduction in obstacles, which in turn was associated with easier goal striving but not goal attainment. Although MCII did not support goal attainment in the current study, its ability to minimize the influence of obstacles may still be useful for other types of goals or for sustaining long-term goal pursuit.

Social Influences on Similarity Judgments and Intertemporal Choice

Discounting models are commonly applied to understand intertemporal choices. Similarity models provide an alternative, attribute-based approach where people compare the similarity of reward amounts and time delays for options and decide based on dissimilarity. Knowledge of other people's similarity judgments may affect an individual's similarity judgments, which can in turn affect subsequent intertemporal choices. We investigated the potential effects of social influence across three studies by having participants make similarity judgments and intertemporal choices before and after viewing other people's similarity judgments. We found that participants preferred larger but delayed intertemporal choice options more after they viewed similarity judgments that suggested a preference for larger, later rewards. Additionally, this change in preference seemed to result from a shift in participants' personal similarity judgments for reward amount and time delay pairs to match the social information. Our findings suggest that social information about similarity judgments can shape intertemporal choices, which can potentially be used to help increase people's preferences for options that benefit them in the long term.

Why doesn't executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework

Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.

Cultures Crossing: The Power of Habit in Delaying Gratification

Resisting immediate temptations in favor of larger later rewards predicts academic success, socioemotional competence, and health. These links with delaying gratification appear from early childhood and have been explained by cognitive and social factors that help override tendencies toward immediate gratification. However, some tendencies may actually promote delaying gratification. We assessed children's delaying gratification for different rewards across two cultures that differ in customs around waiting. Consistent with our preregistered prediction, results showed that children in Japan (n = 80) delayed gratification longer for food than for gifts, whereas children in the United States (n = 58) delayed longer for gifts than for food. This interaction may reflect cultural differences: Waiting to eat is emphasized more in Japan than in the United States, whereas waiting to open gifts is emphasized more in the United States than in Japan. These findings suggest that culturally specific habits support delaying gratification, providing a new way to understand why individuals delay gratification and why this behavior predicts life success.

Varying retrieval conditions to study survival processing

The survival processing advantage is a mnemonic benefit resulting from processing items for their relevance to survival. One explanation of the survival processing advantage is the richness-of-encoding hypothesis: Survival processing enhances retention by generating ideas (elaborative and distinctive processing), increasing the number of retrieval cues. Without retrieval, encoding is futile. Hence, the present experiments varied retrieval conditions - via transfer appropriate processing (TAP) tasks - predicting that the survival processing advantage could be reversed. In Experiment 1a, reducing the transfer appropriateness of survival processing caused significantly lower recognition scores after survival processing than after processing of word associates. Experiment 1b replicated a survival processing advantage and found a survival processing disadvantage. In Experiment 2, survival processing was pitted against a gift desirability task and retrieval mode was varied. Survival processing yielded superior memory on a standard free recall test, but the survival processing advantage was eliminated when an unusual retrieval mode was encouraged. Results affirm the importance of context-dependent retrieval.

Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories

Success in life is linked to executive functions, a collection of cognitive processes that support goal-directed behaviors. Executive functions is an umbrella term related to cognitive control, self-control, and more. Variations in executive functioning predict concurrent success in schooling, relationships, and behavior, as well as important life outcomes years later. Such findings may suggest that certain individuals are destined for good executive functioning and success. However, environmental influences on executive function and development have long been recognized. Recent research in this tradition demonstrates the power of social contextual influences on children's engagement of executive functions. Such findings suggest new interpretations of why individuals differ in executive functioning and associated life outcomes, including across cultures and socioeconomic statuses. These findings raise fundamental questions about how best to conceptualize, measure, and support executive functioning across diverse contexts. Future research addressing real-world dynamics and computational mechanisms will elucidate how executive functioning emerges in the world.

Evaluating a Board Game Designed to Promote Young Children's Delay of Gratification

OBJECTIVE

Delay of gratification, or the extent to which one can resist the temptation of an immediate reward and wait for a larger reward later, is a self-regulatory skill that predicts positive outcomes. The aim of this research was to conduct initial tests of the effects of a board game designed to increase children's delay of gratification via two experimental studies.

METHODS

Preschool children were randomized to play the study game or a control game. In Study 1, there were 48 children in the analytic sample, with a mean age of 4.81 ± 0.55 years; Study 2 included 50 children (M = 4.02 ± 0.76 years). Delay of gratification was assessed during the study game, as well as before and after game play sessions using the Marshmallow Test.

RESULTS

In both studies, the intervention group's likelihood of delaying gratification during the study game increased across game-play sessions (p < 0.05). In Study 1, the intervention group also increased wait times during the Marshmallow Test versus controls (p = 0.047). In Study 2, there was no effect on Marshmallow Test wait times.

CONCLUSION

Results provide some initial evidence supporting potential efficacy of a board game designed to increase delay of gratification. Future research can clarify: (1) which components of game play (if any) are linked with broader changes in delay of gratification, (2) impacts of this intervention in more diverse samples, and (3) whether experimental manipulation of delay of gratification affects outcomes like achievement and weight, which have been linked to this skill in observational studies.