Why rich kids are so good at the marshmallow test, by @JessicaCalarco 

Why rich kids are so good at the marshmallow test, by @JessicaCalarco

The failed replication of the marshmallow test does more than just debunk the earlier notion; it suggests other possible explanations for why poorer kids would be less motivated to wait for that second marshmallow. For them, daily life holds fewer guarantees: There might be food in the pantry today, but there might not be tomorrow, so there is a risk that comes with waiting. And even if their parents promise to buy more of a certain food, sometimes that promise gets broken out of financial necessity.

Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes – Tyler W. Watts, Greg J. Duncan, Haonan Quan, 2018

Abstract

We replicated and extended Shoda, Mischel, and Peake’s (1990) famous marshmallow study, which showed strong bivariate correlations between a child’s ability to delay gratification just before entering school and both adolescent achievement and socioemotional behaviors. Concentrating on children whose mothers had not completed college, we found that an additional minute waited at age 4 predicted a gain of approximately one tenth of a standard deviation in achievement at age 15. But this bivariate correlation was only half the size of those reported in the original studies and was reduced by two thirds in the presence of controls for family background, early cognitive ability, and the home environment. Most of the variation in adolescent achievement came from being able to wait at least 20 s. Associations between delay time and measures of behavioral outcomes at age 15 were much smaller and rarely statistically significant.

Study finds popular ‘growth mindset’ educational interventions aren’t very effective 

Study finds popular ‘growth mindset’ educational interventions aren’t very effective

Victoria F. Sisk, Alexander P. Burgoyne, Jingze Sun, Jennifer L. Butler, Brooke N. Macnamara. To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-AnalysesPsychological Science, 2018; 29 (4): 549 DOI: 10.1177/0956797617739704