Walter Mischel and his students conducted a notable experiment on 4-year-olds. In the experiment, one small reward (an Oreo) was immediately available, but obtaining two cookies required 15 minutes. There was a single cookie and a bell to summon the experimenter to the desk.
The examination demonstrated that the room lacked toys, books, and pictures. The child remained immobile for 15 minutes after the researcher had left the room (ring the bell, eat the treats, stand up, or otherwise show signs of distress). The stunts performed by the children while waiting were filmed through a one-way mirror and made everyone smile. Half of the children were preoccupied for fifteen minutes and did not consider the reward. Those who had opposed the temptation were of ten or fifteen years age. Executive function and attentional regulation facilitated cognitive tasks. This group contained fewer drug addicts. Children aged four with greater self-control had higher IQs.
Researchers at the University of Oregon examined cognitive control and intelligence, including how to assist individuals in focusing their attention. Five 40-minute sessions were earmarked to display games for children aged 4 to 6. In one activity, children used a joystick to move an animated cat away from the mud. As grassy areas shrank and mud grew, it became more difficult to maintain order. People were more competent and better able to make decisions without using words after undergoing attention training. The improvement lasted for several months. Other group analyses have found a correlation between a child’s capacity to regulate emotions and interest level. How a child was raised affects this ability.
Source: Thinking, Fast and Slow by Daniel Kahneman
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