Rituals Improve Children's Ability to Delay Gratification

Rybanska, Veronika; McKay, Ryan; Jong, Jonathan; Whitehouse, Harvey

doi:10.1111/cdev.12762

Cited by 41 publications

(35 citation statements)

References 70 publications

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“…Designers of programs and curricula should also incorporate rituals and conventions that may promote EFs and culturally appropriate applications of EFs. For example, in young children from Central Europe and Melanesia, ritualized versions of school activities designed to promote EFs yielded more optimal results than instrumental versions of the same activities (Rybanska, McKay, Jong, & Whitehouse, ). The ritualized condition had no specified rationale or goal and activities were introduced as having firm rules and clearly established procedures (e.g., “It has always been done this way”), whereas the instrumental condition included explanations that prompted a goal‐directed rationale for the activities (e.g., “If we do it this way, we will learn”).…”

Section: Interventions For Executive Function Skillsmentioning

confidence: 99%

Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions

Obradović

Willoughby

2019

Child Dev Perspectives

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As a culturally universal set of cognitive skills that promote goal-directed behaviors, executive functions (EFs) support milestones of early childhood development, such as learning and forming social relationships. A growing base of evidence shows commonality around the world in EFs' validity, biological basis, and family predictors. But we need more research to understand more fully how to promote the development of EF skills in young children from low-and middle-income countries. In this article, we highlight recent studies on EFs in those countries and propose directions for research on measurement, contextual influences, and interventions. The global health community needs an index of how early life experiences affect child development beyond measures of physical growth, and the global education community needs an instrument to screen children for school readiness beyond measures of preacademic skills. Assessments of EF can address these needs. Research on emergent EFs in low-and middleincome countries can also support the design and evaluation of multisector programs and policies.

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Section: Interventions For Executive Function Skillsmentioning

confidence: 99%

Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions

Obradović

Willoughby

2019

Child Dev Perspectives

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“…For example, executive functions are susceptible to change, with interventions successfully improving executive function performance (e.g. after music training: Alemán et al, ; Rituals: Rybanska, Mckay, Jong, & Whitehouse, ) and structured physical activity programmes (Xiong et al, ). However, some differences are also apparent.…”

Section: Introductionmentioning

confidence: 99%

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Cook

Howard

Scerif

et al. 2019

Developmental Science

106

124

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Executive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low‐ and middle‐income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a sample of preschool children from urban and rural low‐income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [β = 0.20, p = 0.047] and object control skills [β = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [β = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low‐ and middle‐income country).

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“…All but one subject did not elaborate on the reasons behind possessing this trait, which was implicitly described by the subjects as a combination of the ability to delay gratification, intrinsic motivation, and further the ability to break down larger goals into short-term sub-goals. Concerning further research, we notice that examinations of the workings behind delayed gratification have been done extensively, for instance, by Duckworth, Tsukayama, and Kirby [66], Perez-Arce [67], Rybanska et al [68], and Gabaix and Laibson [69]. Having gained qualitative insights with the current work, a consequential step will be to conduct a large-sample, quantitative survey and to provide a formal model including these factors and accounting for mid-to long-term talent planning [70].…”

Section: Discussionmentioning

confidence: 98%

Logistics Education and Behavioral Training Decisions, Time Distortion, and the Prae Ante View

Neukirchen

Klumpp

2018

Logistics

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In training and education for logistics, time inconsistency affects individual decisions regarding education and career choices. This is especially relevant in view of growing boundarylessness of careers that impacts the logistics sector with its high ratio of lateral entrants. We enrich the analysis of training and education decision-making processes with a third view beyond the common ex ante and ex post perspectives that has not been employed yet in this context. Our insights, modeled as a new prae ante view, can help prevent myopia in educational choice on an individual level and the resulting economic inefficiencies. This translates into more fitting provisions by individuals earlier, and into improved targeting of prospective employees in logistics. The purpose of this study is to provide an agent-based description grounded in behavioral economics, supported by an explorative empirical survey using extensive semi-structured expert-interviews with six participants concerning four to six career transitions each, conducted with employees in logistics professions. Main conclusions include that participants who were asked openly about influential factors for education and career decisions were oblivious of some factors described as highly predictive of educational and career success in literature, not acknowledging social and cultural capital, habitus, and chance, but also consistently ascribing success to a "milestone-mindset" to be described here as well.Logistics 2018, 2, 24 2 of 16 specific logistics education and training is beyond dispute [5][6][7], the issue of time-inconsistent choices in that regard has rarely been addressed, which appears especially striking given the high occurrence of track changes leading employees into logistics as lateral entrants [8][9][10]. Time inconsistency is a well-established topic in behavioral economics [11][12][13][14], while basic or continuing education and training are discussed in research in many contexts including our instance regarding the context of time-inconsistent educational choice in logistics.In our approach, all levels of education and training in logistics (vocational, academic, and continuing) are involved [15,16]. In this contribution, three perspectives are discerned, two of which are commonplace in economic theory. Usually, economic theory describes a decision perspective from an ex ante and ex post view. We deem this an unjustified limitation and propose an extended framework including a new "prae ante" view, for which this paper provides qualitative insights into the influential factors for this additional analytical perspective. Educational and career choices can be seen as investments in one's own human capital and are often analyzed both strategically (ex ante) and evaluated (ex post). In the economic analysis of intertemporal investment decisions, ex ante concerns the decision given the preferences, expectations, and information on the future [17,18]; meanwhile, ex post concerns an evaluation of decision outcomes in hindsight, for instance, by a...

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Rituals Improve Children's Ability to Delay Gratification

Cited by 41 publications

References 70 publications

Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions

Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Logistics Education and Behavioral Training Decisions, Time Distortion, and the Prae Ante View

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