Self-control training: The effects of external control on children's resistance to temptation.

Kanfer, Frederick H.; Zich, Jane

doi:10.1037/h0035544

Cited by 61 publications

(21 citation statements)

References 10 publications

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“…These results should be seriously considered, as it has been consistently recognized in psychological research that curiosity is one of the most potent motivational forces for human behavior (Lowenstein, 1994). It has been shown to prompt impulsive behaviors (e.g., Hartig & Kanfer, 1973;Kanfer & Zich, 1974), and it can cause people to willfully act against their own selfinterest (Lowenstein, 1994). Moreover, once activated, curiosity can grow stronger until it is satiated, and, perhaps counterintuitively, as people obtain more information about a subject, the prospect of future curiosity arousal can become even more likely because acquiring new information reduces the perceived quantity of missing information.…”

Section: Discussionmentioning

confidence: 99%

The Curiosity-Arousing Function of Anti-Drug Ads

Wagner

Sundar²

2008

TOCOMMJ

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Anti-drug ads may be designed to prevent illicit drug use, but might they also lead to a greater desire for experimenting with drugs? Priming theory suggests the ads could cause viewers to exaggerate drug use prevalence and expose gaps in viewers' experiential knowledge. By keeping the concept of adolescent drug use salient, anti-drug ads may trigger social comparison and make them wonder why drugs are so popular. Two studies explore such a possibility. Results from an initial between-participants experiment (N = 65) indicate curiosity-arousal may be an unintended function of viewing anti-drug ads. A follow-up study (N=28) replicates the findings and further examines likely causes of curiosityarousal.

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Section: Discussionmentioning

confidence: 99%

The Curiosity-Arousing Function of Anti-Drug Ads

Wagner

Sundar²

2008

TOCOMMJ

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“…Various self-control and delay-of-gratification studies have demonstrated greater self-control in girls (Funder, Block, & Block, 1983;Kanfer & Zich, 1974;Logue & Chavarro, 1992;Sonuga-Barke, Lea, & Webley, 1989). Others have shown more self-control in boys (Forzano et al, 2003), and still others have shown no gender effect (Logue, Forzano, & Ackerman, 1996;Peake, Hebl, & Mischel, 2002).…”

mentioning

confidence: 99%

Self-Control and Impulsivity in Children: Multiple Behavioral Measures

et al. 2011

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“…By contrast, if problem behavior is evoked by deprivation from social or material reinforcers and reinforced by these same events, a common function-based intervention is to teach responses that would be effective in gaining adult or peer attention and acquiring various important materials (Durand & Carr, 1991;Hagopian et al, 1998;Hernandez, Hanley, Ingvarsson, & Tiger, 2007;Wacker et al, 1990). Delays to important reinforcers can also evoke problem behavior (Hagopian et al, 1998;Hanley et al, 2001;Vollmer et al, 1999), and multiple strategies are available for teaching young children to tolerate reinforcement delay (Kanfer & Zich, 1974;Mischel, Ebbensen, & Zeiss, 1972;Schweitzer & Sulzer-Azaroff, 1988). Thus, these social behaviors were selected for inclusion in the set of preschool life skills to be taught to young children who may be at risk for developing problem behavior due to the extensive amount of time spent in nonmaternal care but who have not been reported to engage in levels of problem behavior warranting clinical referral.…”

mentioning

confidence: 99%

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

Hanley

Heal

Tiger

et al. 2007

J of App Behav Analysis

116

175

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Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

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Self-control training: The effects of external control on children's resistance to temptation.

Cited by 61 publications

References 10 publications

The Curiosity-Arousing Function of Anti-Drug Ads

The Curiosity-Arousing Function of Anti-Drug Ads

Self-Control and Impulsivity in Children: Multiple Behavioral Measures

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

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