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"content": "\u003cp>For decades, psychologists believed willpower was the ticket to a good life.\u003c/p>\n\u003cp>“It was thought that people with better willpower would be more successful,” says psychologist\u003ca href=\"https://carleton.ca/psychology/people/marina-milyavskaya/\" target=\"_blank\" rel=\"noopener\"> Marina Milyavskaya\u003c/a> at Carleton University, in Ottawa, Canada.\u003c/p>\n\u003cp>Hundreds of studies appeared to support this idea. Researchers found links between better willpower and \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/15016066/\" target=\"_blank\" rel=\"noopener\">better grades\u003c/a> in school,\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/11519931/\" target=\"_blank\" rel=\"noopener\"> better relationships \u003c/a>and careers as adults, \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/27329604/\" target=\"_blank\" rel=\"noopener\">healthier diets\u003c/a> and even more\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2861800/\" target=\"_blank\" rel=\"noopener\"> consistent parenting\u003c/a>.\u003c/p>\n\u003cp>So psychologists and parenting experts advised parents to teach children to use willpower to\u003ca href=\"https://www.npr.org/2026/03/06/nx-s1-5737901/dopamine-kids-parenting-screens\" target=\"_blank\" rel=\"noopener\"> resist modern temptations,\u003c/a> such as sweets, fast food, video games, phones and other screens.\u003c/p>\n\u003cp>But in the past 15 years, Milyavskaya and other psychologists have dug deeper into the studies, and they uncovered a major flaw: These studies weren’t actually measuring willpower but a different skill — the ability to avoid temptation in the first place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in the process, they’ve found easier and more effective ways for parents to handle the \u003ca href=\"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives\" target=\"_blank\" rel=\"noopener\">tsunami of temptations\u003c/a> in children’s lives.\u003c/p>\n\u003ch2>Focusing on willpower can backfire\u003c/h2>\n\u003cp>Willpower is the ability to resist a temptation right in front of you, Milyavskaya says. “It’s the idea of effortful resistance of temptation.” For example, your ability to say no to a fast-food cheeseburger for dinner and choose baked salmon instead. Or to resist the video game and finish your homework.\u003c/p>\n\u003cp>“Fifteen to 20 years ago, it was thought you could train willpower,” she adds, by building a child’s ability to resist temptations the way athletes build up muscles — through practice. Let children play video games each day and teach them to stop after one hour, for example. Or expose your children to “forbidden” foods, such as chips, cookies and soda, so they can learn to self-regulate and not gobble up too many.\u003c/p>\n\u003cp>“There was this idea that if you’re exposed to junk food more, you’re going to resist it better,” says \u003ca href=\"https://michaelinzlicht.com/\" target=\"_blank\" rel=\"noopener\">Michael Inzlicht\u003c/a>, a professor of psychology at the University of Toronto. But there was one big problem with this approach: It doesn’t work for very long. “Evidence from my lab and other people’s labs suggests that it’s not gonna help you in the long term.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>In fact, he says, trying to build up kids’ willpower actually backfires. By offering children temptations regularly, parents are teaching kids to prefer and want these foods and activities. “Guess what the kids are going to like?” Inzlicht asks. “Fatty foods and sweet foods because that’s what we’re programmed to like,” he says.\u003c/p>\n\u003ch2>New strategies for modern temptations\u003c/h2>\n\u003cp>The original studies on willpower relied on surveys or questionnaires to measure a person’s self-control and their success in life. Researchers assumed these questionnaires measured a person’s willpower — the ability to resist temptations in front of you.\u003c/p>\n\u003cp>But in the early 2010s, psychologists decided to stop relying on surveys and, instead, study \u003ca href=\"https://psycnet.apa.org/record/2011-28783-001\" target=\"_blank\" rel=\"noopener\">what people do\u003c/a> in real life to meet their long-term goals. These studies\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1948550616679237\" target=\"_blank\" rel=\"noopener\"> revealed a surprise\u003c/a>, Inzlicht says. The more successful people didn’t have better willpower compared to those who were less successful. Instead, successful people set up their lives so they didn’t need to use willpower frequently. They exposed themselves to fewer temptations.\u003c/p>\n\u003cp>And this is the strategy parents should be teaching their children, says Wendy Wood, a\u003ca href=\"https://dornsife.usc.edu/wendy-wood/\" target=\"_blank\" rel=\"noopener\"> professor emerita of psychology\u003c/a> at the University of Southern California. “Teach them how to choose situations that reduce the likelihood of doing things that aren’t good for them. Teach them how to control the temptations,” Wood says.\u003c/p>\n\u003cp>In essence, parents don’t need to teach kids how to say “no” to the marshmallow sitting in front of them — like in the \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2017/07/03/534743719/want-to-teach-your-kids-self-control-ask-a-cameroonian-farmer\" target=\"_blank\" rel=\"noopener\">infamous Stanford study \u003c/a>— but rather, learn “how to put a pie pan over the marshmallow,” Wood says. Or how to avoid being in a room with marshmallows.\u003c/p>\n\u003cp>“For example, parents can teach kids to leave their phone in another room when they’re studying,” Wood says, or to use apps that block distracting websites and games. They can teach kids how to keep sweets and ultra-processed foods out of the house and out of their backpack or car. In other words, parents can create times and places in children’s life where distractions or temptations aren’t an option at all — and show them how they can implement this strategy themselves.\u003c/p>\n\u003ch2>Learn to love what’s good for you\u003c/h2>\n\u003cp>The great thing, Wood says, is that parents can help kids fall in love with the healthier alternatives — to love salmon and bok choy at dinner, love playing outside with friends, or love working hard in school.\u003c/p>\n\u003cp>“Your kids’ choices are malleable, and it’s really influenced in part by what they’re exposed to,” she says. “You can truly learn to like the things that are good for you.”\u003c/p>\n\u003cp>To shape their preferences, she says, give your kids oodles of opportunities to experience the pleasure of these healthy options. For example, Wood wanted to teach her kids to love reading. So she kept books in the car and her purse. “I like to eat out at nice restaurants, and I would take my kids along.” While waiting at the restaurant, the only option they had was to read. And so they built a habit of reading. “Today my kids are still wild readers.”\u003c/p>\n\u003cp>Finally, Carleton University’s \u003ca href=\"https://carleton.ca/psychology/people/marina-milyavskaya/\" target=\"_blank\" rel=\"noopener\">Marina Milyavskaya\u003c/a> says, pay attention to how you talk about healthy foods and activities. Don’t present them as burdens, sacrifices or punishments. Instead, focus on how good these foods taste or how fun an activity offline is.\u003ca href=\"https://sparqtools.org/edgyveggies-research/\" target=\"_blank\" rel=\"noopener\"> Studies have found \u003c/a>that our language shapes our preference for foods, as well as how much we eat them.\u003c/p>\n\u003cp>“Whether it’s eating healthier food or going to the gym, if you make the activity more fun in the moment, then you’re more likely to do it again,” Milyavskaya says.\u003c/p>\n\u003cp>So if you want your child to love salmon, talk about how great it tastes with yummy, garlicky soy sauce and wild rice. And how great it makes you feel right after eating it. Something that a frozen ultra-processed dinner won’t do.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Michaeleen Doucleff has a Ph.D. in chemistry and is a longtime science journalist (including previously for NPR). She has a new parenting book out called \u003c/em>\u003ca href=\"https://www.npr.org/2026/03/06/nx-s1-5737901/dopamine-kids-parenting-screens\" target=\"_blank\" rel=\"noopener\">\u003cem>Dopamine Kids.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>STEVE INSKEEP, HOST:\u003c/p>\n\u003cp>We have some advice about how to help children handle unhealthy habits like eating too many sugary treats or spending too much time on that addictive device in your hand. For decades, psychologists have encouraged parents to help kids build up willpower. Our friend Michaeleen Doucleff reports that some now see a better strategy.\u003c/p>\n\u003cp>MICHAELEEN DOUCLEFF, BYLINE: In a nutshell, willpower is the ability to resist a temptation right in front of you – your ability to say no to a fast food cheeseburger and choose baked salmon instead, or to resist the video game and finish your homework.\u003c/p>\n\u003cp>MARINA MILYAVSKAYA: A fruitful resistance of temptation.\u003c/p>\n\u003cp>DOUCLEFF: That’s Marina Milyavskaya. She’s a psychologist at Carleton University in Ottawa, Canada. She says scientists once thought that having a lot of willpower was the ticket to a good life.\u003c/p>\n\u003cp>MILYAVSKAYA: People with better willpower would be kind of more successful in life.\u003c/p>\n\u003cp>DOUCLEFF: They were more likely to get better grades, have better relationships, even eat healthier diets. Parents have been told to build up their kids’ willpower the way athletes build up muscles, through practice. Let children play video games every day and teach them to stop after 1 hour. Expose your children to sugary and junk food, then teach them how to resist them. But Michael Inzlicht at the University of Toronto says…\u003c/p>\n\u003cp>MICHAEL INZLICHT: Evidence from my lab and other people’s labs suggests that it’s not going to help you for the long term.\u003c/p>\n\u003cp>DOUCLEFF: In fact, he says, there’s accumulating evidence that trying to build up kids’ willpower actually backfires. By offering children temptations regularly, parents are teaching kids to prefer and want these foods and activities.\u003c/p>\n\u003cp>INZLICHT: And guess what the kids are going to like? Fatty foods and sweet foods because that’s what we’re programmed to like.\u003c/p>\n\u003cp>DOUCLEFF: So what strategies do work for modern foods and technologies? Wendy Wood is a professor emerita of psychology at the University of Southern California. She says the better strategy is to teach kids to set up their lives so they don’t need to use willpower.\u003c/p>\n\u003cp>WENDY WOOD: How to choose situations that reduce the likelihood of doing things that aren’t good for them, how to control the temptations.\u003c/p>\n\u003cp>DOUCLEFF: And you do that by creating times and places in your life where temptations aren’t an option at all.\u003c/p>\n\u003cp>WOOD: How do you learn, when you’re studying, to leave your phone in another room?\u003c/p>\n\u003cp>DOUCLEFF: You learn to use apps that block distracting websites and games. You learn to keep sweets and ultra-processed foods out of your house and out of your backpack or car. And, Wood says, parents can teach kids to love the healthier alternative.\u003c/p>\n\u003cp>WOOD: Your kids’ choices are malleable. And it’s really influenced, in part, by what they’re exposed to.\u003c/p>\n\u003cp>DOUCLEFF: Give them oodles of opportunities to experience the pleasure of these healthy options. And don’t talk about the healthy options as a burden or a punishment. Studies show that if you celebrate and enjoy the healthy foods and activities, you grow to love them.\u003c/p>\n\u003cp>WOOD: You can truly learn to like the things that are good for you.\u003c/p>\n\u003cp>DOUCLEFF: So if you want your child to love salmon, talk about how great it tastes with yummy, garlicky soy sauce, and how great you feel after eating it, something that a frozen, ultra-processed dinner can’t do.\u003c/p>\n\u003cp>For NPR News, I’m Michaeleen Doucleff.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>INSKEEP: Man, I want some salmon now. Michaeleen was a longtime NPR science correspondent and has a lot more about kids, junk food and screens in her new book called “Dopamine Kids.”\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in the process, they’ve found easier and more effective ways for parents to handle the \u003ca href=\"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives\" target=\"_blank\" rel=\"noopener\">tsunami of temptations\u003c/a> in children’s lives.\u003c/p>\n\u003ch2>Focusing on willpower can backfire\u003c/h2>\n\u003cp>Willpower is the ability to resist a temptation right in front of you, Milyavskaya says. “It’s the idea of effortful resistance of temptation.” For example, your ability to say no to a fast-food cheeseburger for dinner and choose baked salmon instead. Or to resist the video game and finish your homework.\u003c/p>\n\u003cp>“Fifteen to 20 years ago, it was thought you could train willpower,” she adds, by building a child’s ability to resist temptations the way athletes build up muscles — through practice. Let children play video games each day and teach them to stop after one hour, for example. Or expose your children to “forbidden” foods, such as chips, cookies and soda, so they can learn to self-regulate and not gobble up too many.\u003c/p>\n\u003cp>“There was this idea that if you’re exposed to junk food more, you’re going to resist it better,” says \u003ca href=\"https://michaelinzlicht.com/\" target=\"_blank\" rel=\"noopener\">Michael Inzlicht\u003c/a>, a professor of psychology at the University of Toronto. But there was one big problem with this approach: It doesn’t work for very long. “Evidence from my lab and other people’s labs suggests that it’s not gonna help you in the long term.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>In fact, he says, trying to build up kids’ willpower actually backfires. By offering children temptations regularly, parents are teaching kids to prefer and want these foods and activities. “Guess what the kids are going to like?” Inzlicht asks. “Fatty foods and sweet foods because that’s what we’re programmed to like,” he says.\u003c/p>\n\u003ch2>New strategies for modern temptations\u003c/h2>\n\u003cp>The original studies on willpower relied on surveys or questionnaires to measure a person’s self-control and their success in life. Researchers assumed these questionnaires measured a person’s willpower — the ability to resist temptations in front of you.\u003c/p>\n\u003cp>But in the early 2010s, psychologists decided to stop relying on surveys and, instead, study \u003ca href=\"https://psycnet.apa.org/record/2011-28783-001\" target=\"_blank\" rel=\"noopener\">what people do\u003c/a> in real life to meet their long-term goals. These studies\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1948550616679237\" target=\"_blank\" rel=\"noopener\"> revealed a surprise\u003c/a>, Inzlicht says. The more successful people didn’t have better willpower compared to those who were less successful. Instead, successful people set up their lives so they didn’t need to use willpower frequently. They exposed themselves to fewer temptations.\u003c/p>\n\u003cp>And this is the strategy parents should be teaching their children, says Wendy Wood, a\u003ca href=\"https://dornsife.usc.edu/wendy-wood/\" target=\"_blank\" rel=\"noopener\"> professor emerita of psychology\u003c/a> at the University of Southern California. “Teach them how to choose situations that reduce the likelihood of doing things that aren’t good for them. Teach them how to control the temptations,” Wood says.\u003c/p>\n\u003cp>In essence, parents don’t need to teach kids how to say “no” to the marshmallow sitting in front of them — like in the \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2017/07/03/534743719/want-to-teach-your-kids-self-control-ask-a-cameroonian-farmer\" target=\"_blank\" rel=\"noopener\">infamous Stanford study \u003c/a>— but rather, learn “how to put a pie pan over the marshmallow,” Wood says. Or how to avoid being in a room with marshmallows.\u003c/p>\n\u003cp>“For example, parents can teach kids to leave their phone in another room when they’re studying,” Wood says, or to use apps that block distracting websites and games. They can teach kids how to keep sweets and ultra-processed foods out of the house and out of their backpack or car. In other words, parents can create times and places in children’s life where distractions or temptations aren’t an option at all — and show them how they can implement this strategy themselves.\u003c/p>\n\u003ch2>Learn to love what’s good for you\u003c/h2>\n\u003cp>The great thing, Wood says, is that parents can help kids fall in love with the healthier alternatives — to love salmon and bok choy at dinner, love playing outside with friends, or love working hard in school.\u003c/p>\n\u003cp>“Your kids’ choices are malleable, and it’s really influenced in part by what they’re exposed to,” she says. “You can truly learn to like the things that are good for you.”\u003c/p>\n\u003cp>To shape their preferences, she says, give your kids oodles of opportunities to experience the pleasure of these healthy options. For example, Wood wanted to teach her kids to love reading. So she kept books in the car and her purse. “I like to eat out at nice restaurants, and I would take my kids along.” While waiting at the restaurant, the only option they had was to read. And so they built a habit of reading. “Today my kids are still wild readers.”\u003c/p>\n\u003cp>Finally, Carleton University’s \u003ca href=\"https://carleton.ca/psychology/people/marina-milyavskaya/\" target=\"_blank\" rel=\"noopener\">Marina Milyavskaya\u003c/a> says, pay attention to how you talk about healthy foods and activities. Don’t present them as burdens, sacrifices or punishments. Instead, focus on how good these foods taste or how fun an activity offline is.\u003ca href=\"https://sparqtools.org/edgyveggies-research/\" target=\"_blank\" rel=\"noopener\"> Studies have found \u003c/a>that our language shapes our preference for foods, as well as how much we eat them.\u003c/p>\n\u003cp>“Whether it’s eating healthier food or going to the gym, if you make the activity more fun in the moment, then you’re more likely to do it again,” Milyavskaya says.\u003c/p>\n\u003cp>So if you want your child to love salmon, talk about how great it tastes with yummy, garlicky soy sauce and wild rice. And how great it makes you feel right after eating it. Something that a frozen ultra-processed dinner won’t do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Michaeleen Doucleff has a Ph.D. in chemistry and is a longtime science journalist (including previously for NPR). She has a new parenting book out called \u003c/em>\u003ca href=\"https://www.npr.org/2026/03/06/nx-s1-5737901/dopamine-kids-parenting-screens\" target=\"_blank\" rel=\"noopener\">\u003cem>Dopamine Kids.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>STEVE INSKEEP, HOST:\u003c/p>\n\u003cp>We have some advice about how to help children handle unhealthy habits like eating too many sugary treats or spending too much time on that addictive device in your hand. For decades, psychologists have encouraged parents to help kids build up willpower. Our friend Michaeleen Doucleff reports that some now see a better strategy.\u003c/p>\n\u003cp>MICHAELEEN DOUCLEFF, BYLINE: In a nutshell, willpower is the ability to resist a temptation right in front of you – your ability to say no to a fast food cheeseburger and choose baked salmon instead, or to resist the video game and finish your homework.\u003c/p>\n\u003cp>MARINA MILYAVSKAYA: A fruitful resistance of temptation.\u003c/p>\n\u003cp>DOUCLEFF: That’s Marina Milyavskaya. She’s a psychologist at Carleton University in Ottawa, Canada. She says scientists once thought that having a lot of willpower was the ticket to a good life.\u003c/p>\n\u003cp>MILYAVSKAYA: People with better willpower would be kind of more successful in life.\u003c/p>\n\u003cp>DOUCLEFF: They were more likely to get better grades, have better relationships, even eat healthier diets. Parents have been told to build up their kids’ willpower the way athletes build up muscles, through practice. Let children play video games every day and teach them to stop after 1 hour. Expose your children to sugary and junk food, then teach them how to resist them. But Michael Inzlicht at the University of Toronto says…\u003c/p>\n\u003cp>MICHAEL INZLICHT: Evidence from my lab and other people’s labs suggests that it’s not going to help you for the long term.\u003c/p>\n\u003cp>DOUCLEFF: In fact, he says, there’s accumulating evidence that trying to build up kids’ willpower actually backfires. By offering children temptations regularly, parents are teaching kids to prefer and want these foods and activities.\u003c/p>\n\u003cp>INZLICHT: And guess what the kids are going to like? Fatty foods and sweet foods because that’s what we’re programmed to like.\u003c/p>\n\u003cp>DOUCLEFF: So what strategies do work for modern foods and technologies? Wendy Wood is a professor emerita of psychology at the University of Southern California. She says the better strategy is to teach kids to set up their lives so they don’t need to use willpower.\u003c/p>\n\u003cp>WENDY WOOD: How to choose situations that reduce the likelihood of doing things that aren’t good for them, how to control the temptations.\u003c/p>\n\u003cp>DOUCLEFF: And you do that by creating times and places in your life where temptations aren’t an option at all.\u003c/p>\n\u003cp>WOOD: How do you learn, when you’re studying, to leave your phone in another room?\u003c/p>\n\u003cp>DOUCLEFF: You learn to use apps that block distracting websites and games. You learn to keep sweets and ultra-processed foods out of your house and out of your backpack or car. And, Wood says, parents can teach kids to love the healthier alternative.\u003c/p>\n\u003cp>WOOD: Your kids’ choices are malleable. And it’s really influenced, in part, by what they’re exposed to.\u003c/p>\n\u003cp>DOUCLEFF: Give them oodles of opportunities to experience the pleasure of these healthy options. And don’t talk about the healthy options as a burden or a punishment. Studies show that if you celebrate and enjoy the healthy foods and activities, you grow to love them.\u003c/p>\n\u003cp>WOOD: You can truly learn to like the things that are good for you.\u003c/p>\n\u003cp>DOUCLEFF: So if you want your child to love salmon, talk about how great it tastes with yummy, garlicky soy sauce, and how great you feel after eating it, something that a frozen, ultra-processed dinner can’t do.\u003c/p>\n\u003cp>For NPR News, I’m Michaeleen Doucleff.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>INSKEEP: Man, I want some salmon now. Michaeleen was a longtime NPR science correspondent and has a lot more about kids, junk food and screens in her new book called “Dopamine Kids.”\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In the the 1960s, a Stanford psychologist ran an experiment to study children's self-control.\u003c/p>\n\u003cp>It's called the marshmallow test. And it's super simple.\u003c/p>\n\u003cp>Kids ages 3 to 5 choose a treat — an Oreo cookie, a pretzel stick or a marshmallow. Then researchers give the child brief instructions: You can eat the treat now, but if you can wait for me to return, you'll get two treats.\u003c/p>\n\u003cp>The researchers leave the room. And the child just has to sit there staring at a marshmallow — and deciding whether to exert self-control or to dig in.\u003c/p>\n\u003cp>Psychologists have performed the experiment many times. In general, fewer than half the kids \"pass\" the test. Most kids can't delay gratification: They gobble up the marshmallow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The researchers followed these kids for decades and \u003ca href=\"http://www.npr.org/sections/health-shots/2016/06/24/481859662/invisibilia-is-your-personality-fixed-or-can-you-change-who-you-are\">found\u003c/a> that those who did wait were more likely to have better SAT scores and better jobs later on in life, the researchers reported.\u003c/p>\n\u003cp>Now for the first time, there's a study reporting on what happens when psychologists give the marshmallow test to kids outside Western culture, specifically 4-year-old children from the ethnic group Nso in Cameroon.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The Nso are a community who live off subsistence farming, mainly corn and beans,\" says \u003ca href=\"https://www.psycho.uni-osnabrueck.de/mitarbeiter/blamm\">Bettina Lamm\u003c/a>, a psychologist at the Universitat Osnabruck, who led the study. \"Most of the children live in mud brick houses without water and electricity. They have to work a lot to take care of younger siblings and help their parents on the farm.\"\u003c/p>\n\u003cp>Guess what? These kids rocked the marshmallow test.\u003c/p>\n\u003cp>\"The difference was huge,\" Lamm says. \"The Cameroonian kids really behave very differently, and they were able to wait much better.\"\u003c/p>\n\u003cp>Lamm and her colleagues ran the experiment on nearly 200 Cameroonian and German kids. The Cameroonian kids were offered a puff-puff — a little doughnut popular there.\u003c/p>\n\u003cp>Compared to German children in the experiment, the Cameroonian kids waited, on average, twice as long for the second treat. And way more Cameroonian kids — nearly 70 percent — waited the full 10 minutes to snag the second marshmallow. Only about 30 percent of the German kids could hold out, Lamm and her team \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28586087\">reported\u003c/a> in the journal \u003cem>Child Development\u003c/em> in early June.\u003c/p>\n\u003cp>Lamm and colleagues watched the kids closely during the experiment and tracked their behavior. The German kids showed way more emotions during the waiting period, she says, especially negative emotions.\u003c/p>\n\u003cp>They whined more, cried more and squirmed more in their seats.\u003c/p>\n\u003cp>\"They were really fighting the waiting period — playing with their fingers, talking to themselves — trying any distraction they can to manage to wait,\" she says.\u003c/p>\n\u003cp>\"In contrast, many of the Cameroonian kids simply sat quietly and waited,\" Lamm says. \"Ten percent of them even fell asleep.\"\u003c/p>\n\u003cp>It's almost like the kids were meditating.\u003c/p>\n\u003cp>Lamm says they don't know exactly why the Cameroonian kids were so good at the marshmallow test. Kid behaviors are complicated and sophisticated. But one reason may be the Nso parenting style, which is completely different than Western parenting.\u003c/p>\n\u003cp>\"Nso children are required very early to control their emotions, especially negative emotions,\" Lamm says. \"Moms tell their children that they don't expect them to cry and that they really want them to learn to control their emotions.\"\u003c/p>\n\u003cp>This parenting style starts very early — when children are newborns.\u003c/p>\n\u003cp>\"The moms breast-feed their babies before they start to cry so they don't need to express any negative emotion,\" Lamm says. \"This emotion is already regulated before it's expressed.\"\u003c/p>\n\u003cp>Western moms spend a lot of time looking at their babies for signals to figure out what their babies need. The Nso moms don't do this.\u003c/p>\n\u003cp>\"They believe they — the moms — know what is good for a baby, and they do what is good for a baby,\" Lamm says. \"They don't need to look for signals from the baby.\"\u003c/p>\n\u003cp>As the children get older, this parenting style continues.\u003c/p>\n\u003cp>\"Kids are really expected to learn to control their needs and not ask for their desires or wishes,\" she says.\u003c/p>\n\u003cp>These moms expect obedience and respect. And the kids are good at adapting to situations where they don't get what they might want, where they have to wait.\u003c/p>\n\u003cp>\"So they learn self-control,\" Lamm says. \"Maybe it's a different type of self-control than Western kids learn. But it's very effective.\"\u003c/p>\n\u003cp>But self-control might not be the whole picture, says \u003ca href=\"http://www2.bcs.rochester.edu/sites/ckidd/\">Celeste Kidd\u003c/a>, a neuroscientist at the University of Rochester.\u003c/p>\n\u003cp>A few years ago, she and her colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3730121/\">found\u003c/a> evidence that the marshmallow test doesn't involve just self-control. It also measures how much a child trusts his environment — how much the child trusts that the researcher is really going to return with the second marshmallow.\u003c/p>\n\u003cp>\"What also matters is kids' expectations about whether waiting will be worth it or not,\" Kidd says.\u003c/p>\n\u003cp>Because if you think about it, if the child doesn't believe that second marshmallow is actually going to arrive, then it makes sense to eat the first one.\u003c/p>\n\u003cp>\"We have evidence that kids take under consideration the statistical nature of what has happened in the past,\" Kidd says. \"So for example, if a child is living in an environment where there's a lot of uncertainty and instability, then they may think that waiting isn't likely to pay off even though they have the ability to delay gratification.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nso parents are quite strict and consistent with their discipline. So, Kidd says, perhaps this consistent parenting boosts the kids' trust in adults — that when the person in charge says they're going to bring a second treat, they likely will.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+To+Teach+Your+Kids+Self-Control%3F+Ask+A+Cameroonian+Farmer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers followed these kids for decades and \u003ca href=\"http://www.npr.org/sections/health-shots/2016/06/24/481859662/invisibilia-is-your-personality-fixed-or-can-you-change-who-you-are\">found\u003c/a> that those who did wait were more likely to have better SAT scores and better jobs later on in life, the researchers reported.\u003c/p>\n\u003cp>Now for the first time, there's a study reporting on what happens when psychologists give the marshmallow test to kids outside Western culture, specifically 4-year-old children from the ethnic group Nso in Cameroon.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The Nso are a community who live off subsistence farming, mainly corn and beans,\" says \u003ca href=\"https://www.psycho.uni-osnabrueck.de/mitarbeiter/blamm\">Bettina Lamm\u003c/a>, a psychologist at the Universitat Osnabruck, who led the study. \"Most of the children live in mud brick houses without water and electricity. They have to work a lot to take care of younger siblings and help their parents on the farm.\"\u003c/p>\n\u003cp>Guess what? These kids rocked the marshmallow test.\u003c/p>\n\u003cp>\"The difference was huge,\" Lamm says. \"The Cameroonian kids really behave very differently, and they were able to wait much better.\"\u003c/p>\n\u003cp>Lamm and her colleagues ran the experiment on nearly 200 Cameroonian and German kids. The Cameroonian kids were offered a puff-puff — a little doughnut popular there.\u003c/p>\n\u003cp>Compared to German children in the experiment, the Cameroonian kids waited, on average, twice as long for the second treat. And way more Cameroonian kids — nearly 70 percent — waited the full 10 minutes to snag the second marshmallow. Only about 30 percent of the German kids could hold out, Lamm and her team \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28586087\">reported\u003c/a> in the journal \u003cem>Child Development\u003c/em> in early June.\u003c/p>\n\u003cp>Lamm and colleagues watched the kids closely during the experiment and tracked their behavior. The German kids showed way more emotions during the waiting period, she says, especially negative emotions.\u003c/p>\n\u003cp>They whined more, cried more and squirmed more in their seats.\u003c/p>\n\u003cp>\"They were really fighting the waiting period — playing with their fingers, talking to themselves — trying any distraction they can to manage to wait,\" she says.\u003c/p>\n\u003cp>\"In contrast, many of the Cameroonian kids simply sat quietly and waited,\" Lamm says. \"Ten percent of them even fell asleep.\"\u003c/p>\n\u003cp>It's almost like the kids were meditating.\u003c/p>\n\u003cp>Lamm says they don't know exactly why the Cameroonian kids were so good at the marshmallow test. Kid behaviors are complicated and sophisticated. But one reason may be the Nso parenting style, which is completely different than Western parenting.\u003c/p>\n\u003cp>\"Nso children are required very early to control their emotions, especially negative emotions,\" Lamm says. \"Moms tell their children that they don't expect them to cry and that they really want them to learn to control their emotions.\"\u003c/p>\n\u003cp>This parenting style starts very early — when children are newborns.\u003c/p>\n\u003cp>\"The moms breast-feed their babies before they start to cry so they don't need to express any negative emotion,\" Lamm says. \"This emotion is already regulated before it's expressed.\"\u003c/p>\n\u003cp>Western moms spend a lot of time looking at their babies for signals to figure out what their babies need. The Nso moms don't do this.\u003c/p>\n\u003cp>\"They believe they — the moms — know what is good for a baby, and they do what is good for a baby,\" Lamm says. \"They don't need to look for signals from the baby.\"\u003c/p>\n\u003cp>As the children get older, this parenting style continues.\u003c/p>\n\u003cp>\"Kids are really expected to learn to control their needs and not ask for their desires or wishes,\" she says.\u003c/p>\n\u003cp>These moms expect obedience and respect. And the kids are good at adapting to situations where they don't get what they might want, where they have to wait.\u003c/p>\n\u003cp>\"So they learn self-control,\" Lamm says. \"Maybe it's a different type of self-control than Western kids learn. But it's very effective.\"\u003c/p>\n\u003cp>But self-control might not be the whole picture, says \u003ca href=\"http://www2.bcs.rochester.edu/sites/ckidd/\">Celeste Kidd\u003c/a>, a neuroscientist at the University of Rochester.\u003c/p>\n\u003cp>A few years ago, she and her colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3730121/\">found\u003c/a> evidence that the marshmallow test doesn't involve just self-control. It also measures how much a child trusts his environment — how much the child trusts that the researcher is really going to return with the second marshmallow.\u003c/p>\n\u003cp>\"What also matters is kids' expectations about whether waiting will be worth it or not,\" Kidd says.\u003c/p>\n\u003cp>Because if you think about it, if the child doesn't believe that second marshmallow is actually going to arrive, then it makes sense to eat the first one.\u003c/p>\n\u003cp>\"We have evidence that kids take under consideration the statistical nature of what has happened in the past,\" Kidd says. \"So for example, if a child is living in an environment where there's a lot of uncertainty and instability, then they may think that waiting isn't likely to pay off even though they have the ability to delay gratification.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nso parents are quite strict and consistent with their discipline. So, Kidd says, perhaps this consistent parenting boosts the kids' trust in adults — that when the person in charge says they're going to bring a second treat, they likely will.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+To+Teach+Your+Kids+Self-Control%3F+Ask+A+Cameroonian+Farmer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It all started when psychology professor \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\" target=\"_blank\">Walter Mischel\u003c/a> was watching his four closely-spaced daughters growing up. He realized he had no idea what was going on in their brains that made it possible for a child who at one moment had no impulse control and just a few months later could inhibit her emotions, wait for things and have conversations. He became curious about how children develop these skills, which led to the famous marshmallow experiment conducted at the Bing Nursery School on Stanford’s campus, where Mischel was a professor.\u003c/p>\n\u003cp>That study has become famous over the last 50 years, leading to many hilarious \u003ca href=\"https://www.youtube.com/results?search_query=marshmallow+test\" target=\"_blank\">YouTube videos\u003c/a> (none of which are the original test subjects) and a lifetime’s work examining how various strategies can help both adults and children learn to delay gratification.\u003c/p>\n\u003cp>In the original marshmallow study, researchers spent time building up trust and rapport with their 4-year-old subjects before starting the experiment. The researcher then told the child that she was going to leave him in the room with a treat (cookie, pretzel or marshmallow) and if he waited to eat it until she returned, she would give him two marshmallows. Alternatively, the child could put an end to his misery by ringing the bell, at which point the researcher would return, but the child would get only the one treat. Mischel and his colleagues followed the test subjects over the next 50 years and found that those who were able to wait fared better on a variety of indices, including \u003ca href=\"http://www.newyorker.com/magazine/2009/05/18/dont-2\" target=\"_blank\">higher SAT scores\u003c/a>, better ability to cope with stress and a lower body mass index.\u003c/p>\n\u003caside class=\"pullquote alignright\">'To even want to delay gratification requires a trust expectation that's often not there for kids for whom self-control and delayed gratification is most difficult.'\u003c/aside>\n\u003cp>“One of the biggest determinators of choices of that kind is trust,” Mischel said at a Learning and the Brain conference in Boston.\u003c/p>\n\u003cp>He is now a psychology professor at Columbia University. Critics of his work often point out that children living in low-income communities, many of whom have experienced discrimination or disrespect from society, \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0010027712001849\" target=\"_blank\">have no reason to trust those in positions of authority\u003c/a>. Those kids might scarf down the marshmallow, not because they have no self-control but because they have no reason to believe the researcher is telling the truth about a second marshmallow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mischel agrees that the importance of a trusting relationship between the adult and child is often overlooked in reporting about his research. He began studying that aspect \u003ca href=\"http://www.bloomberg.com/bw/articles/2012-10-17/what-does-the-marshmallow-test-actually-test\" target=\"_blank\">at the very beginning of this work\u003c/a>.\u003c/p>\n\u003cp>“To even want to delay gratification requires a trust expectation that’s often not there for kids for whom self-control and delayed gratification is most difficult,” Mischel said. For children whose worlds are unstable and unpredictable, the marshmallow test may be testing belief in authority as much as self-control.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"480\" height=\"360\" src=\"https://www.youtube.com/embed/G7LN96jEXHc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But aside from the specifics of the marshmallow test, lots of research has shown the value of self-control to positive life outcomes. That’s why Mischel is trying to focus the conversation on strategies educators and parents can use to help kids build self-control.\u003c/p>\n\u003cp>“The value of self-control has been measured in lots of longitudinal studies,” said \u003ca href=\"https://psy.fsu.edu/faculty/baumeister.dp.html\" target=\"_blank\">Roy Baumeister\u003c/a>, a psychologist at Florida State University who studies self-control and helped debunk an earlier theory that self-esteem was the foundation of academic success.\u003c/p>\n\u003cp>Self-control is the ability to override thoughts, impulses and emotions, and people who have it tend to do better in school and work. Baumeister said studies have shown people with high levels of self-control have better relationships, are happier, have less stress, are in better physical health, have better mental health and live longer.\u003c/p>\n\u003cp>Baumeister’s work has also helped demonstrate that self-control is like a muscle -- it can be strengthened with exercise, but \u003ca href=\"http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?pagewanted=all&_r=0\" target=\"_blank\">it also tires\u003c/a>. “You have one resource, willpower, and you can expend it on different things,” Baumeister said at a Learning and the Brain conference.\u003c/p>\n\u003cp>So if a child uses up all his willpower controlling his emotions, he may be too depleted to show a lot of self-control at performing tasks. Additionally, making decisions and compromising use the same reserves of willpower. When people are depleted, they are more likely to default to old behaviors, less likely to compromise, more likely to follow impulses and less likely to trust others.\u003c/p>\n\u003cp>Knowing how important self-control is for positive outcomes, but recognizing that many children are experiencing several demands for their self-control at all times, how can educators help students build up their self-control muscles so they don’t tire as quickly?\u003cbr>\n\u003cstrong>\u003cbr>\nSTRATEGIES TO DELAY GRATIFICATION\u003c/strong>\u003c/p>\n\u003cp>Mischel says that his studies of tactics used by 4- and 5-year-olds hold true for older people as well. One of the biggest ones is self-distraction. During the marshmallow test, kids sit in that room by themselves with the coveted marshmallow in front of them, and they sing to themselves or imagine they are somewhere else.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The critical thing is to make delayed consequences more visible, more complete, more consequential, and to make the immediate rewards less hot.'\u003c/aside>\n\u003cp>“It’s purposeful self-distraction with executive function,” Mischel said. “They have the goal in mind. They are actively inhibiting the responses. They are preventing hands from reaching out to take it.”\u003c/p>\n\u003cp>Another common strategy kids use is self-distancing. Mischel described one boy who picked up the bell he would use to call the researcher back into the room and slowly, very carefully, moved it to the edge of the table as far from him as possible. Other kids pretended the marshmallow was a picture, instead of real food, making it seem less attractive. Mischel even worked with \"Sesame Street\" on a Cookie Monster skit that would show young kids that it pays to wait.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XsC2W587_Fc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While the original marshmallow test has come \u003ca href=\"http://www.thedailybeast.com/articles/2010/02/19/just-let-them-eat-the-marshmallow.html\" target=\"_blank\">under fire\u003c/a> for its small size and homogenous makeup (all the kids were either children of Stanford faculty or graduate students), Mischel has continued delayed gratification studies with students in the South Bronx with similar results. He said the keys are to keep the goal in mind, to suppress responses and to monitor progress toward the goal.\u003c/p>\n\u003cp>All humans have what Mischel calls a “hot system” and a “cool system,” both of which are crucially important. The hot system is where the fight-or-flight syndrome comes from. It is emotional, simple, stress-induced, reflexive, fast, centered in the amygdala and draws on the limbic system. It’s fundamental to survival and it develops early. When the hot system goes up, the cool system goes down. Mischel said most kids living in difficult situations are forced into using their “hot system” most of the time.\u003c/p>\n\u003cp>The cool system is cognitive, complex, reflective and slow. It is based in the frontal lobe and hippocampus and develops later. It is attenuated by stress and is crucial to self-control. The two systems work at opposite purposes, but both are important to survival and success.\u003c/p>\n\u003cp>When it comes to helping students delay gratification and thus work on self-control, Mischel said his experiments show “you have to cool the now and heat the later.” In other words, things that are immediate stimulate the hot system, but delayed gratification requires the cool system. So, when trying to get a student to see the benefit of working hard all the way through school so he or she can get into college, educators have to help students see that delayed reward as “hot.”\u003c/p>\n\u003cp>“The critical thing is to make delayed consequences more visible, more complete, more consequential and to make the immediate rewards less hot,” Mischel said. When kids are stressed out, it’s much more difficult for them to keep long-term goals in mind because they are constantly activating their “hot” or stress-induced system.\u003c/p>\n\u003cp>Mischel has \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/struggles-psychologist-studying-self-control\" target=\"_blank\">personal experience with the strategies he recommends\u003c/a>. He used to smoke three packs of cigarettes a day and often a pipe at night. He knew that smoking was bad for him, but that wasn’t enough to make the consequences feel real. One day he saw a man in the Stanford hospital getting ready for radiation. “That image is what allowed me to make the delayed consequences hot,” Mischel said. “Every time I reached for the cigarette, I remembered that image.” And he was able to quit smoking using that very personal image to help him delay gratification.\u003c/p>\n\u003cp>Mischel suggests that to help students develop self-control, educators could spend a little time helping kids identify their own hot spots and developing strategies to mediate them. For example, if a student knows that texts from friends distract him from homework, then he’ll turn off his phone when he’s trying to focus. It’s a pre-determined “if/then” plan based on specific trigger points. But to make that plan, students have to know what the “if” is.\u003c/p>\n\u003cp>“The research makes it very clear that the human brain is far more educable than previously thought,” Mischel said. He sees this kind of individual mapping as a key to developing emotional intelligence and ultimately as a route to much more freedom, choice and agency. Rather than having instinct drive decisions, kids can learn to make the decisions they believe will benefit them in the long term.\u003c/p>\n\u003cp>“We don’t want to train our children to be without hot emotionality, we just want them to be in control,” Mischel said.\u003c/p>\n\u003cp>Young people are actually getting better at delaying gratification and self-control, Mischel said. He points out that just as intelligence has been increasing over the past 60 years, so, too, have these other characteristics. He attributes the change to technology, and is particularly excited about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\" target=\"_blank\">video games\u003c/a>, which he says require setting a goal, inhibiting interfering responses and using attention-control mechanisms to reach that goal.\u003c/p>\n\u003cp>“It may be a distraction from doing their arithmetic, but the games themselves can be enormously useful tools in enhancing executive function,” Mischel said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, he believes if educators can find productive ways to use his research in classrooms, they will also improve student motivation, which can’t be detached from the idea of student efficacy in meeting goals.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It all started when psychology professor \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\" target=\"_blank\">Walter Mischel\u003c/a> was watching his four closely-spaced daughters growing up. He realized he had no idea what was going on in their brains that made it possible for a child who at one moment had no impulse control and just a few months later could inhibit her emotions, wait for things and have conversations. He became curious about how children develop these skills, which led to the famous marshmallow experiment conducted at the Bing Nursery School on Stanford’s campus, where Mischel was a professor.\u003c/p>\n\u003cp>That study has become famous over the last 50 years, leading to many hilarious \u003ca href=\"https://www.youtube.com/results?search_query=marshmallow+test\" target=\"_blank\">YouTube videos\u003c/a> (none of which are the original test subjects) and a lifetime’s work examining how various strategies can help both adults and children learn to delay gratification.\u003c/p>\n\u003cp>In the original marshmallow study, researchers spent time building up trust and rapport with their 4-year-old subjects before starting the experiment. The researcher then told the child that she was going to leave him in the room with a treat (cookie, pretzel or marshmallow) and if he waited to eat it until she returned, she would give him two marshmallows. Alternatively, the child could put an end to his misery by ringing the bell, at which point the researcher would return, but the child would get only the one treat. Mischel and his colleagues followed the test subjects over the next 50 years and found that those who were able to wait fared better on a variety of indices, including \u003ca href=\"http://www.newyorker.com/magazine/2009/05/18/dont-2\" target=\"_blank\">higher SAT scores\u003c/a>, better ability to cope with stress and a lower body mass index.\u003c/p>\n\u003caside class=\"pullquote alignright\">'To even want to delay gratification requires a trust expectation that's often not there for kids for whom self-control and delayed gratification is most difficult.'\u003c/aside>\n\u003cp>“One of the biggest determinators of choices of that kind is trust,” Mischel said at a Learning and the Brain conference in Boston.\u003c/p>\n\u003cp>He is now a psychology professor at Columbia University. Critics of his work often point out that children living in low-income communities, many of whom have experienced discrimination or disrespect from society, \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0010027712001849\" target=\"_blank\">have no reason to trust those in positions of authority\u003c/a>. Those kids might scarf down the marshmallow, not because they have no self-control but because they have no reason to believe the researcher is telling the truth about a second marshmallow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mischel agrees that the importance of a trusting relationship between the adult and child is often overlooked in reporting about his research. He began studying that aspect \u003ca href=\"http://www.bloomberg.com/bw/articles/2012-10-17/what-does-the-marshmallow-test-actually-test\" target=\"_blank\">at the very beginning of this work\u003c/a>.\u003c/p>\n\u003cp>“To even want to delay gratification requires a trust expectation that’s often not there for kids for whom self-control and delayed gratification is most difficult,” Mischel said. For children whose worlds are unstable and unpredictable, the marshmallow test may be testing belief in authority as much as self-control.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"480\" height=\"360\" src=\"https://www.youtube.com/embed/G7LN96jEXHc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But aside from the specifics of the marshmallow test, lots of research has shown the value of self-control to positive life outcomes. That’s why Mischel is trying to focus the conversation on strategies educators and parents can use to help kids build self-control.\u003c/p>\n\u003cp>“The value of self-control has been measured in lots of longitudinal studies,” said \u003ca href=\"https://psy.fsu.edu/faculty/baumeister.dp.html\" target=\"_blank\">Roy Baumeister\u003c/a>, a psychologist at Florida State University who studies self-control and helped debunk an earlier theory that self-esteem was the foundation of academic success.\u003c/p>\n\u003cp>Self-control is the ability to override thoughts, impulses and emotions, and people who have it tend to do better in school and work. Baumeister said studies have shown people with high levels of self-control have better relationships, are happier, have less stress, are in better physical health, have better mental health and live longer.\u003c/p>\n\u003cp>Baumeister’s work has also helped demonstrate that self-control is like a muscle -- it can be strengthened with exercise, but \u003ca href=\"http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?pagewanted=all&_r=0\" target=\"_blank\">it also tires\u003c/a>. “You have one resource, willpower, and you can expend it on different things,” Baumeister said at a Learning and the Brain conference.\u003c/p>\n\u003cp>So if a child uses up all his willpower controlling his emotions, he may be too depleted to show a lot of self-control at performing tasks. Additionally, making decisions and compromising use the same reserves of willpower. When people are depleted, they are more likely to default to old behaviors, less likely to compromise, more likely to follow impulses and less likely to trust others.\u003c/p>\n\u003cp>Knowing how important self-control is for positive outcomes, but recognizing that many children are experiencing several demands for their self-control at all times, how can educators help students build up their self-control muscles so they don’t tire as quickly?\u003cbr>\n\u003cstrong>\u003cbr>\nSTRATEGIES TO DELAY GRATIFICATION\u003c/strong>\u003c/p>\n\u003cp>Mischel says that his studies of tactics used by 4- and 5-year-olds hold true for older people as well. One of the biggest ones is self-distraction. During the marshmallow test, kids sit in that room by themselves with the coveted marshmallow in front of them, and they sing to themselves or imagine they are somewhere else.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The critical thing is to make delayed consequences more visible, more complete, more consequential, and to make the immediate rewards less hot.'\u003c/aside>\n\u003cp>“It’s purposeful self-distraction with executive function,” Mischel said. “They have the goal in mind. They are actively inhibiting the responses. They are preventing hands from reaching out to take it.”\u003c/p>\n\u003cp>Another common strategy kids use is self-distancing. Mischel described one boy who picked up the bell he would use to call the researcher back into the room and slowly, very carefully, moved it to the edge of the table as far from him as possible. Other kids pretended the marshmallow was a picture, instead of real food, making it seem less attractive. Mischel even worked with \"Sesame Street\" on a Cookie Monster skit that would show young kids that it pays to wait.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XsC2W587_Fc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While the original marshmallow test has come \u003ca href=\"http://www.thedailybeast.com/articles/2010/02/19/just-let-them-eat-the-marshmallow.html\" target=\"_blank\">under fire\u003c/a> for its small size and homogenous makeup (all the kids were either children of Stanford faculty or graduate students), Mischel has continued delayed gratification studies with students in the South Bronx with similar results. He said the keys are to keep the goal in mind, to suppress responses and to monitor progress toward the goal.\u003c/p>\n\u003cp>All humans have what Mischel calls a “hot system” and a “cool system,” both of which are crucially important. The hot system is where the fight-or-flight syndrome comes from. It is emotional, simple, stress-induced, reflexive, fast, centered in the amygdala and draws on the limbic system. It’s fundamental to survival and it develops early. When the hot system goes up, the cool system goes down. Mischel said most kids living in difficult situations are forced into using their “hot system” most of the time.\u003c/p>\n\u003cp>The cool system is cognitive, complex, reflective and slow. It is based in the frontal lobe and hippocampus and develops later. It is attenuated by stress and is crucial to self-control. The two systems work at opposite purposes, but both are important to survival and success.\u003c/p>\n\u003cp>When it comes to helping students delay gratification and thus work on self-control, Mischel said his experiments show “you have to cool the now and heat the later.” In other words, things that are immediate stimulate the hot system, but delayed gratification requires the cool system. So, when trying to get a student to see the benefit of working hard all the way through school so he or she can get into college, educators have to help students see that delayed reward as “hot.”\u003c/p>\n\u003cp>“The critical thing is to make delayed consequences more visible, more complete, more consequential and to make the immediate rewards less hot,” Mischel said. When kids are stressed out, it’s much more difficult for them to keep long-term goals in mind because they are constantly activating their “hot” or stress-induced system.\u003c/p>\n\u003cp>Mischel has \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/struggles-psychologist-studying-self-control\" target=\"_blank\">personal experience with the strategies he recommends\u003c/a>. He used to smoke three packs of cigarettes a day and often a pipe at night. He knew that smoking was bad for him, but that wasn’t enough to make the consequences feel real. One day he saw a man in the Stanford hospital getting ready for radiation. “That image is what allowed me to make the delayed consequences hot,” Mischel said. “Every time I reached for the cigarette, I remembered that image.” And he was able to quit smoking using that very personal image to help him delay gratification.\u003c/p>\n\u003cp>Mischel suggests that to help students develop self-control, educators could spend a little time helping kids identify their own hot spots and developing strategies to mediate them. For example, if a student knows that texts from friends distract him from homework, then he’ll turn off his phone when he’s trying to focus. It’s a pre-determined “if/then” plan based on specific trigger points. But to make that plan, students have to know what the “if” is.\u003c/p>\n\u003cp>“The research makes it very clear that the human brain is far more educable than previously thought,” Mischel said. He sees this kind of individual mapping as a key to developing emotional intelligence and ultimately as a route to much more freedom, choice and agency. Rather than having instinct drive decisions, kids can learn to make the decisions they believe will benefit them in the long term.\u003c/p>\n\u003cp>“We don’t want to train our children to be without hot emotionality, we just want them to be in control,” Mischel said.\u003c/p>\n\u003cp>Young people are actually getting better at delaying gratification and self-control, Mischel said. He points out that just as intelligence has been increasing over the past 60 years, so, too, have these other characteristics. He attributes the change to technology, and is particularly excited about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\" target=\"_blank\">video games\u003c/a>, which he says require setting a goal, inhibiting interfering responses and using attention-control mechanisms to reach that goal.\u003c/p>\n\u003cp>“It may be a distraction from doing their arithmetic, but the games themselves can be enormously useful tools in enhancing executive function,” Mischel said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, he believes if educators can find productive ways to use his research in classrooms, they will also improve student motivation, which can’t be detached from the idea of student efficacy in meeting goals.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38545\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Curran-Stockton-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Curran-Stockton-2-640x359.png\" alt=\"Student Curran Stockton Gives a TEDx talk on technology and communication. \" width=\"640\" height=\"359\" class=\"size-large wp-image-38545\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Curran Stockton Gives a TEDx talk on technology and communication with the image of Steve Jobs in the background.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Kate Griffith brought a huge batch of homemade chocolate chip cookies into an 8th grade class, she was doing more than sharing her culinary talents with hungry kids. An 8th grader herself, Griffith was conducting an experiment as part of the background research for her upcoming TEDx presentation. The test was simple: anyone willing and able to wait an hour would be rewarded with three cookies. “One by one, the kids left,” Griffith says, until finally only five of the original 20 kids remained to claim their prize. “My research told me that we didn’t have enough capacity to delay gratification, and we weren’t striving for it.”\u003c/p>\n\u003cp>Two years ago, Griffith was one of 10 students at the Lawton C. Johnson Summit Middle School, in New Jersey, to be selected for the \u003ca href=\"http://www.ted.com/tedx/groups/7606\">school’s first TEDx program\u003c/a>. Modelled on the popular TED talks, TEDx allows community organizations, towns and schools to put on their own version of a TED talk, featuring local experts, authorities or even teenagers, rather than nationally recognized figures. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> “My mind is more open to different ideas, and I have the ability to look at things in a different way than I did before.” \u003c/aside>\n\u003cp>More than 10,000 TEDx events have been held around the world since the program was launched in 2009, including those put on by schools like the one in Summit. To be recognized as an official TEDx event, organizers need to apply online for licensing and agree to TED’s detailed set of by-laws. What’s critical to the success of a youth-run TEDx program is the active participation of a teacher, says Salome Heusel, Deputy Director of TEDx. \u003c/p>\n\u003cp>At Summit, Randy Wallock provides that support. A 7th grade Language Arts teacher, Wallock had directed the school’s previous afterschool enrichment effort, known as the Scholar Laureate program, which involved writing lengthy research papers. “It had prestige to it, but the kids didn’t love it,” Wallock says. He wanted to replace it with something more dynamic and interesting, and stumbled on TEDx. “I thought it would be a good platform for enrichment,” he says. After applying for and receiving the TEDx license in the fall of 2012, he recruited teachers from special education, forensics and technology to make the program happen.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=mvCLpXkOS64&w=560&h=315]\u003c/p>\n\u003cp>Wallock recruited students that first year. “I wanted to take the kids who might not be getting A’s, but who might need a challenge,” he says. He told them that the TEDx club was a pilot program, and that together they would figure out how to develop their ideas, manage their time, and learn how to present a speech. “Collaboration was one of the biggest things,” Wallock says, “and giving kids autonomy, working at their own pace, and choice.” \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Every Tuesday afternoon the group met for two hours or more to brainstorm and discuss their projects, and as the school year moved along, the meetings expanded to Friday nights and the occasional half day on Saturday. One constant: “we always had a ton of food,” Wallock says. Their work culminated in a June assembly in the school lobby, where every speaker got up and delivered a 10-minute presentation without notes, TED-style, before an audience of just 100, as the TED by-laws require. The talks were meant to be organic representations of the kids’ interests, and Wallock and the other adults overseeing the club were careful not to coach their public speaking styles. \u003c/p>\n\u003cp>Curran Stockton is now and a high school freshman, but she discusses her two years’ involvement in TEDx at Summit Middle School with fondness and enthusiasm. The social benefits of preparing for the speech came as a surprise. “I met some people who weren’t in my main friend group, but we all had creative ideas and liked to write and speak,” she says. “We were all so different, but everyone blended so well,” she adds. Like an athletic team or school play, the club nourished camaraderie and cohesion, this time around intellectual pursuits. “You really got to know other people through the collaborative work,” says Alexis Greenblatt, a high school sophomore, who took part in TEDx as an 8th grader.\u003c/p>\n\u003cp>Some students gained insight into learning itself. Griffith, who examined non-cognitive skills, valued the casual give-and-take among students and teachers, and credited it with deepening her understanding of the subject matter. “It was learning in a different way,” she says. “You asked more questions, you got to go deeper. And when you get to go that deep, you learn more and more,” she adds. Alexis Greenblatt brightens when she talks about her project on happiness, disputing what Epicurus considered its three prerequisites and explaining how her findings—that kids are more sentimental and less materialistic than our culture concedes—help her better understand her own friends.\u003c/p>\n\u003cp>[contextly_sidebar id=\"xFVWFGlGK3UF3VxvfO5FQqBAl0X0Mejj\"]\u003c/p>\n\u003cp>The students gained emotionally as well, starting with a boost in confidence. The idea of speaking publicly, without notes, no longer seems formidable. “I learned that I’m capable of more than I think I am,” Stockton says. She also credits her TEDx experience with opening her mind and feeding her creativity. She used to think more straightforwardly, she said, but her deeper learning experience with the TEDx club changed her perspective. “My mind is more open to different ideas, and I have the ability to look at things in a different way than I did before.” \u003c/p>\n\u003cp>Wallock was stunned by the transformations he saw, particularly among kids whose intellectual identities hadn’t been rewarded in a regular classroom. Absent distracting social undercurrents for teenagers, the students involved in TEDx were able to cultivate their curiosities. “There was a cultural expectation of brains,” Wallock says, “and being smart and articulate was celebrated.” Students receive no grades or special commendations for their work, though their talks are archived in the YouTube universe. \u003c/p>\n\u003cp>Now Wallock is into the third year of overseeing his school’s TEDx club. The first year’s success inspired more students to participate in 2013, and this year about 25 students tried out for the 10 spots, requiring the adult supervisors to hold auditions. “We put a massive amount of work into it,” Wallock says about the commitment involved. Still, grappling with middle school students over big concepts like Schadenfreude and the Socratic Method is fun for him, he says. “It’s the most intellectual stimulation I get.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>See videos of \u003ca href=\"https://www.youtube.com/watch?v=iGxBVHwvwhk\">Curran Stockton\u003c/a>, \u003ca href=\"https://www.youtube.com/watch?v=-P1K1mU_bDE\">Alexis Greenblatt\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=PCFZSTTcNbA\">Scott Greenblatt's\u003c/a> TEDx talks. \u003c/p>\n\n",
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"excerpt": "Creating a TED talk can be as educational as watching one. Students and teachers are taking up this activity to grow new skills and learn more about themselves. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38545\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Curran-Stockton-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Curran-Stockton-2-640x359.png\" alt=\"Student Curran Stockton Gives a TEDx talk on technology and communication. \" width=\"640\" height=\"359\" class=\"size-large wp-image-38545\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Curran Stockton Gives a TEDx talk on technology and communication with the image of Steve Jobs in the background.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Kate Griffith brought a huge batch of homemade chocolate chip cookies into an 8th grade class, she was doing more than sharing her culinary talents with hungry kids. An 8th grader herself, Griffith was conducting an experiment as part of the background research for her upcoming TEDx presentation. The test was simple: anyone willing and able to wait an hour would be rewarded with three cookies. “One by one, the kids left,” Griffith says, until finally only five of the original 20 kids remained to claim their prize. “My research told me that we didn’t have enough capacity to delay gratification, and we weren’t striving for it.”\u003c/p>\n\u003cp>Two years ago, Griffith was one of 10 students at the Lawton C. Johnson Summit Middle School, in New Jersey, to be selected for the \u003ca href=\"http://www.ted.com/tedx/groups/7606\">school’s first TEDx program\u003c/a>. Modelled on the popular TED talks, TEDx allows community organizations, towns and schools to put on their own version of a TED talk, featuring local experts, authorities or even teenagers, rather than nationally recognized figures. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> “My mind is more open to different ideas, and I have the ability to look at things in a different way than I did before.” \u003c/aside>\n\u003cp>More than 10,000 TEDx events have been held around the world since the program was launched in 2009, including those put on by schools like the one in Summit. To be recognized as an official TEDx event, organizers need to apply online for licensing and agree to TED’s detailed set of by-laws. What’s critical to the success of a youth-run TEDx program is the active participation of a teacher, says Salome Heusel, Deputy Director of TEDx. \u003c/p>\n\u003cp>At Summit, Randy Wallock provides that support. A 7th grade Language Arts teacher, Wallock had directed the school’s previous afterschool enrichment effort, known as the Scholar Laureate program, which involved writing lengthy research papers. “It had prestige to it, but the kids didn’t love it,” Wallock says. He wanted to replace it with something more dynamic and interesting, and stumbled on TEDx. “I thought it would be a good platform for enrichment,” he says. After applying for and receiving the TEDx license in the fall of 2012, he recruited teachers from special education, forensics and technology to make the program happen.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/mvCLpXkOS64'\n title='//www.youtube.com/embed/mvCLpXkOS64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Wallock recruited students that first year. “I wanted to take the kids who might not be getting A’s, but who might need a challenge,” he says. He told them that the TEDx club was a pilot program, and that together they would figure out how to develop their ideas, manage their time, and learn how to present a speech. “Collaboration was one of the biggest things,” Wallock says, “and giving kids autonomy, working at their own pace, and choice.” \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Every Tuesday afternoon the group met for two hours or more to brainstorm and discuss their projects, and as the school year moved along, the meetings expanded to Friday nights and the occasional half day on Saturday. One constant: “we always had a ton of food,” Wallock says. Their work culminated in a June assembly in the school lobby, where every speaker got up and delivered a 10-minute presentation without notes, TED-style, before an audience of just 100, as the TED by-laws require. The talks were meant to be organic representations of the kids’ interests, and Wallock and the other adults overseeing the club were careful not to coach their public speaking styles. \u003c/p>\n\u003cp>Curran Stockton is now and a high school freshman, but she discusses her two years’ involvement in TEDx at Summit Middle School with fondness and enthusiasm. The social benefits of preparing for the speech came as a surprise. “I met some people who weren’t in my main friend group, but we all had creative ideas and liked to write and speak,” she says. “We were all so different, but everyone blended so well,” she adds. Like an athletic team or school play, the club nourished camaraderie and cohesion, this time around intellectual pursuits. “You really got to know other people through the collaborative work,” says Alexis Greenblatt, a high school sophomore, who took part in TEDx as an 8th grader.\u003c/p>\n\u003cp>Some students gained insight into learning itself. Griffith, who examined non-cognitive skills, valued the casual give-and-take among students and teachers, and credited it with deepening her understanding of the subject matter. “It was learning in a different way,” she says. “You asked more questions, you got to go deeper. And when you get to go that deep, you learn more and more,” she adds. Alexis Greenblatt brightens when she talks about her project on happiness, disputing what Epicurus considered its three prerequisites and explaining how her findings—that kids are more sentimental and less materialistic than our culture concedes—help her better understand her own friends.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The students gained emotionally as well, starting with a boost in confidence. The idea of speaking publicly, without notes, no longer seems formidable. “I learned that I’m capable of more than I think I am,” Stockton says. She also credits her TEDx experience with opening her mind and feeding her creativity. She used to think more straightforwardly, she said, but her deeper learning experience with the TEDx club changed her perspective. “My mind is more open to different ideas, and I have the ability to look at things in a different way than I did before.” \u003c/p>\n\u003cp>Wallock was stunned by the transformations he saw, particularly among kids whose intellectual identities hadn’t been rewarded in a regular classroom. Absent distracting social undercurrents for teenagers, the students involved in TEDx were able to cultivate their curiosities. “There was a cultural expectation of brains,” Wallock says, “and being smart and articulate was celebrated.” Students receive no grades or special commendations for their work, though their talks are archived in the YouTube universe. \u003c/p>\n\u003cp>Now Wallock is into the third year of overseeing his school’s TEDx club. The first year’s success inspired more students to participate in 2013, and this year about 25 students tried out for the 10 spots, requiring the adult supervisors to hold auditions. “We put a massive amount of work into it,” Wallock says about the commitment involved. Still, grappling with middle school students over big concepts like Schadenfreude and the Socratic Method is fun for him, he says. “It’s the most intellectual stimulation I get.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>See videos of \u003ca href=\"https://www.youtube.com/watch?v=iGxBVHwvwhk\">Curran Stockton\u003c/a>, \u003ca href=\"https://www.youtube.com/watch?v=-P1K1mU_bDE\">Alexis Greenblatt\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=PCFZSTTcNbA\">Scott Greenblatt's\u003c/a> TEDx talks. \u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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