Nice start. You described the marshmallow study as experimental. Were participants randomly assigned to different conditions?How were the attentional conditions manipul

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Study 1: Attention in delay of gratification

Reference:

Mischel, W., & Ebbesen, E. B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16(2), 329-337.

This groundbreaking study was published in the peer-reviewed Journal of Personality and Social Psychology of the American Psychological Association by Walter Mischel and Ebbe B. Ebbesen. This research is a milestone for self-control and delayed gratification researchers.

Hypothesis

Primary hypothesis: Conditions that help children attend mentally to the delayed reward while waiting will help them sustain longer delay times.

Null hypothesis: There will be no difference in delay times between attentional conditions.

Variables

Independent Variable: Attentional Focus Condition (4 levels): immediate, simultaneous, delayed, and no rewards. Changing how easily the youngster saw incentives during waiting time affected the independent variable. Because of this, researchers could study how attentional areas affected delay behavior.

Dependent Variable: Length of time the child waited before terminating the delay period (measured in minutes) The dependent variable was operationalized as the number of minutes the child waited before either signaling to end the waiting period or reaching the maximum wait time of 15 minutes.

Type of Research

Since the study was experimental, delayed action and attentional concentration can be linked. The study was between subjects, so each youngster saw one scenario. This avoided spillover effects. Random assignment was utilized to trace wait times to the experimental treatment and account for individual differences.

Participants

The participants included 32 toddlers from Stanford's nursery school participated. Sixteen boys and sixteen girls aged 3 to 5 years and 8 months, with 4 years and 6 months being the middle age.

Although small, the group was evenly split between men and women. The age range was chosen to show how waiting to acquire what you want changes between 3 and 4. Because the sample was from a university, it may be difficult to apply to non-nursery populations.

Procedure

After touring the lab, the youngsters were instructed to eat a pretzel to notify the researcher. After that, they may choose peanuts or cookies. They may wait for the tester to return and get the prize they wanted or signal right away to get the less desirable award.

Next, rewards were determined based on the random condition the kid was given present, delayed, instant, or neither. The researcher exited the room and recorded the waiting time when the youngster spoke or after 15 minutes. Our delay behavior assessment was adjusted across attentional states using this strategy.

Measures/Materials:

The major measure was the 15 minutes between the researcher leaving and the youngster signaling. This allowed tardiness to be quantified. That the report doesn't say how dependable and truthful this metric is a problem.

After surveying kids' tastes, chips and cookies were distributed to stimulate them. Despite not knowing how accurate the kids' incentive choices were, this ensured they liked the incentives. The kids' tastes changing or the rewards not appealing to everyone could cause unpredictability.

A cake tin, chairs, a table, and several toys were employed for the study's testing. We set up a controlled environment to practice delay of gratification using these.

The conclusion states that a further look reveals the study's methodologies, shortcomings, and benefits. The study on attention and enjoyment delay was innovative. The study's conclusions could have been stronger with more rigorous procedures or information.

Study 2: Racial identification and preference in Black children

Reference:

Clark, K. B., & Clark, M. P. (1970). Racial identification and preference in Black children. In T. M. Newcomb & E. L. Hartley (Eds.), Readings in social psychology (pp. 169-178). Holt, Rinehart, and Winston.

Hypothesis

Primary hypothesis: Racial identification and preferences in Black children develop as a function of age and self-awareness. Null hypothesis: There is no relationship between age and racial identification/preferences in Black children.

Variables:

Independent Variable : Age of child (3–7 years old)

Dependent variable 1 : Racial identification (measured by the child's selection of a doll representing themselves)

Dependent Variable 2 : Racial preferences (measured by child's selection of preferred doll)

Type of research:

The cross-sectional study focused on growth stages like an experiment. The study examined racial interests and identification across age groups using numbers. The plan couldn't compare racial attitudes across age groups because there was no control group or random assignment.

Participants:

The study included 253 African American children aged 3–7. The southern group had 134 students from segregated Arkansas schools, whereas the northern group had 119 from non-segregated Massachusetts schools. The group included medium-, light-, and dark-skinned kids.

Procedures:

Two white dolls with yellow hair and two brown dolls with black hair were handed to the kids. In one procedure, kids chose a doll using "Give me the doll you like to play with". People's responses to questions about their racial tastes, understanding of racial differences, and identity were examined. Question order and doll placement were off.

Measures/Materials:

The main test was the eight-question Dolls Test, where kids chose between a brown and a white doll. People's desires were determined by questions 1–4. Questions 5–7 assessed racial awareness, and Question 8 assessed self-identification.

This assessment lacked sufficient data to prove its reliability and accuracy. Real models may be more dependable for younger children than theoretical tests. Unfortunately, these psychological features are not well-known.

Researchers used qualitative data from youngsters' unprompted comments to evaluate construct validity. No formal validity or reliability assessment was discussed.

References

Clark, K. B., & Clark, M. P. (1970). Racial identification and preference in Negro children. In T. M. Newcomb & E. L. Hartley (Eds.), Readings in social psychology (pp. 169-178). Holt, Rinehart, and Winston.

Mischel, W., & Ebbesen, E. B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16(2), 329-337.

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