The limbic system within the brain is responsible for rapid emotional responses; whereas the prefrontal cortex is responsible for more considered, objective thinking, including functions such as impulse control. Like an intergalactic space battle that takes place on our movie, television or computer screens, these two areas can be locked in a protracted battle, each wanting to achieve dominance. The difference is that this all takes place within the brain.
Emotional drives sometimes win and at other times, the battle is won by the prefrontal cortex, exercising impulse control. Like battle-hardened warriors, the more one area is exercised, the more skilled and dominant it becomes. So it is in developing impulse control.
Approximately fifty years ago, Walter Mischel, a professor of psychology at Stanford University, conducted what later became known as the marshmallow experiment. Young students were each given a marshmallow or other treat and told that they could eat this immediately or if they were able to keep the marshmallow until the researcher returned (about fifteen minutes later), they would receive a second marshmallow. This was a test to determine which students were able to delay gratification. For students who had a strong emotional drive, the temptation proved too much and their marshmallows were eaten before the time was up. Other students were able to activate the prefrontal cortex and use impulse control to resist eating the marshmallow. These students exercised restraint, delayed gratification and eventually, claimed their reward.
Walter Mischel's book, “The Marshmallow Test" explores this recurring battle in the brain by examining a range of subsequent studies, inspired by his original experiment. These other studies demonstrate, as Mischel's did, that there were significant cognitive, academic and social benefits for students who were able to exercise self-control and override reactive emotional drives. Follow-up research identified that students who were able to delay gratification were those who had better focus, achieved the highest academic results, experienced fewer behavioural difficulties and experienced the most satisfying peer relationships.
It was found that genetics, parenting patterns and environmental factors all contribute to strengthening one 'force' or the other in this ongoing battle. Where students experienced uncertainty that they would be given the promised reward, they were more likely to take the first offer and not risk losing out altogether. This experience of uncertainty strengthened the emotional drive within the brain battle and weakened their self-control. These studies emphasise that it is important for parents to deliver on promises made in order to help students feel confident about rewards and help them to delay gratification and develop self-control.
© Michele Juratowitch
michele@clearingskies.com.au