Upload
horace-fox
View
217
Download
1
Embed Size (px)
Citation preview
The Marshmallow Test“Who would ever guess that a brief observation of a four-year old alone with a marshmallow would be an excellent predictor of college entrance exam scores — twice as good a predictor as IQ test scores?” - Arnold Kling, CNBC News
Previous Research The marshmallow test is an
“impulse control” test. Children are given a choice. They
can:
1. Eat one marshmallow immediately OR
2. Wait a certain time period an receive two marshmallows
It tests the patience, logic, and impulse control of children.
The results are known to predict things about the children – such as SAT scores.
The chart to the side compares SAT scores of students who chose one marshmallow and those who chose two.
900
950
1000
1050
1100
1150
1200
1250
1300
Category 1
Chose 1
Chose 2
(SAT scores are verbal + math)
Previous ResearchThis test was first conducted by Walter Mischel of
Stanford University.
He created this simple test to determine the ability of small children to control impulses and delay gratification.
This test has since been recreated numerous times across the country – like our experiment now.
Similar conclusions have been drawn from the studies: the test scores correlate with the child’s ability to reason and think critically.
Previous ResearchSources:1.) “The Politics of the Authoritarian Marshmallow
Test”http://www.cnbc.com//id/39967670?
utm_source=twitterfeed&utm_medium=twitter2.) “The Marshmallow Test: Psychological
Experiments in Self- Control”www.eatmedaily.com/2009/09/psychological-
experiments-in-self-control-the-marshmallow-test/ 3.) Marshmallow experiment videowww.worshiphousemedia.com/mini-movies/
14675/The-Marshmallow-Test
HypothesisWe have made our hypothesis based on our previous
research. Our previous research shows that the child who waits
for the second marshmallow will have higher SAT scores. We are replacing exam scores with those of a first grade
math test.These exam scores judge the level of logic and thinking
skills the first grader has.Our hypothesis is that if the children wait for two
marshmallows, then they will have better test scores because they need logic and thinking skills to determine that waiting for a second marshmallow is more beneficial than not waiting and just having one.
Procedures/Methods1. A student (around age 7) is placed in a room individually.
2. A single marshmallow is placed on a plate in front of them.
3. The instructor gives the student the option to either eat the single marshmallow immediately or to wait five minutes to eat two marshmallows.
4. The student gives their reply. If they choose to eat the marshmallow immediately, they are
returned to their class and results are recorded. If they choose to wait five minutes for another marshmallow,
their wait is recorded on camera (to make sure the student doesn’t eat the marshmallow) and their results (whether they actually ate it or not) are recorded.
5. The student who waits is rewarded with a second marshmallow.
6. The results of the experiment are compared with the student’s score on a standardized test.
Procedures/MethodsOur procedures and results are different
than those exhibited in our previous research.
Other tests show results over a longitudinal period and give results later in the subject’s life.
Our experiment is different in the way that it offers immediate results.
Instead of waiting for SAT scores, we will replace them with a first grade math test.
Procedures/MethodsVideo explaining the procedures of our
experiment:
www.worshiphousemedia.com/mini-movies/14675/The-Marshmallow-Test
Materials1. A bag of Jumbo-sized
marshmallows
2. A group of 15 first-graders (around age 7)
3. A flip-video camera
4. Writing/paper materials to record information
5. A school building with a room to place the child in alone
Additional materials: Parent consent forms to ask whether their child can or cannot be included in this experiment.
FacilitiesWe are using Ms. Whittingslow’s reading class
at Oglethorpe elementaryWe have been granted permission from the
school authorities to enter the school and perform this experiment
Our last experiment was done with Ms. Whittingslow’s math class. The students are different in this experiment.
SubjectsOur subjects are a first grade class of 15
students, 8 girls and 7 boys (Between the ages of 6 and 7).
They are a class that is below level for academics.
DataThe following movie consists of clips of
some of our subjects during the experiment. (Click to play)
Data ContinuedThe test we used was the following:
Results
Class Results
Recieved One Marshmallow
Received Two Marshmallows
Out of the class of 15, 12(80 %) students waited to receive two marshmallows. The other 3 (20%), only received one marshmallow.
Results ContinuedStudent Number
Test Score
1 90%
2 100%
3 100%
4 70%
5 100%
6 100%
7 100%
8 50%
9 90%
10 90%
11 90%
12 100%
13 100%
14 60%
15 100%
Analysis
On the test, 8 students scored 100% and 4 students scored 90%. These 12 students all waited for the second marshmallow. The 3 students who scored 70% or lower, did not wait for the second marshmallow.
Am
ount
of
Stu
den
ts
Conclusion80% (12/15) of the class waited for the second
marshmallow. This same group of subjects all had test scores with
90% or higher.20% (3/15) of the class did not wait for the second
marshmallow. This same group of subjects scored 70% or lower
on the test. Our hypothesis was correct. Like our research predicted, students who make
higher test scores are more likely to make the logical decision to wait for a second marshmallow.
We predict that the students who waited for the second marshmallow will continue to score higher on exams than their classmates who chose one marshmallow.
To better our experiment…Our research demonstrates an extended
experiment. It tracks test scores throughout the subject’s education.
We could not do this, because our experiment was done inside of a certain time limit.
Our experiment is just a sample of the larger experiments previously done. Therefore, the results may have varied.
Sara MorrisonSarah Whittingslow
Kate Faulk