Académique Documents
Professionnel Documents
Culture Documents
Success, Self‐Control, and the Meaning of Marshmallows
Marshmallows are remarkable for their ability to instantly transform a campfire into a cookout, but what if they could
also be used to predict a child’s future? “Utterly preposterous!” I hear you scoff. “That shall never happen!” However, it
already has. In 1968, professor of psychology Walter Mischel offered preschoolers a deal: either ring a bell to consume
one marshmallow immediately, or wait while he left the room to receive an additional marshmallow upon his return.
While some children ate the marshmallow within seconds, others were able to bide their time. Over the years, Mischel
discovered that the children who could wait for the marshmallow, or the “high delayers,” were less likely to have
behavioral, academic, or drug problems, and even scored an average of two hundred and ten points higher on the SAT,
than their low‐delaying counterparts. Although “for decades, psychologists have focused on raw intelligence as the most
important variable when it comes to predicting success in life” (Lehrer), Angela Lee Duckworth, an assistant professor of
psychology now in charge of a study similar to Mischel’s, found that a student’s ability‐ or lack of ability‐ to delay
gratification could indicate their GPA more accurately than their IQ could. Does this mean that being a high delayer is
the only way to succeed? In a word, no. For example, many students view good grades, the mark of a high‐delaying
student, as the arbiters of their destiny. This does contain a grain of truth, as failing every class will not help one get into
their college of choice. However, although students who make academics a priority are almost guaranteed to pass,
these students still fret over whether they have received an A or an A‐minus; yet when viewed from a long‐term
perspective, these numbers and letters will have little bearing on their overall quality of life. Similarly, while it is
practically traditional for seniors to obsess over their SAT scores, over eight hundred colleges across the United States
could not care less about how their applicants handled the exam to end all exams. Mischel may spout about how “even
the smartest kids still need to do their homework” (Lehrer), but this could not be further from the truth. Since not all
children attend schools where busywork is dispensed like a quick‐fix prescription drug, raw intelligence need not be
underestimated. Even youths confined in such banal environments will not remain there for their entire lives. Students
who spend their academic career fixated solely on grades will, upon graduating college, find themselves thrust into a
totally unfamiliar world: one requiring not diligent obedience, but self‐directed, innovative thinking. Self‐discipline’s
importance has been artificially inflated by the demands that our society places upon children. Therefore, while having
self‐discipline assists one in achieving success, it is by no means the sole quality required. Success is a malleable
concept. Even its dictionary definition, “Achievement of intention,” is tantalizingly vague, suggesting that it can mean
different things to different people. However, ask a person what success is, and they’ll probably rattle off the “correct”
meaning of success, as determined by our prestige‐obsessed culture. This can include excellence in one’s chosen career,
a large house in a nice neighborhood, and obtaining fame and riches. However, my definition of success differs
somewhat from the norm. Rather than viewing success as obtaining acceptance into an Ivy League school, having an A‐
plus average, or being the most popular girl in the grade, I feel that I’ll become “successful” and achieve my intentions
by pursuing my passions, keeping excitement in my life, and spending time with the people who truly matter to me.
Carolyn and Craig Weisz, siblings who participated in the original Marshmallow Experiment, illustrate success’s
changeable and highly personal nature. While Carolyn can’t quite recall what transpired during the experiment, both she
and her mother are certain that she waited. However, Craig’s actions could not have been more different, marking him
not as a low‐delayer so much as a “below‐sea‐level” delayer. “At a certain point, it must have occurred to me that I was
all by myself,” he’s quoted as saying, “and so I just started taking all the candy” (Lehrer). At another point in time, Craig
was also tested with plastic toys. Rather than choosing a conventional course of action, he broke into the experimenter’s
desk and absconded with all the trinkets he could carry. Today, Carolyn, who attended Standford and Princeton, is yet
another professor of psychology, while Craig is helping to write and produce a film. Both have clearly been able to
achieve what they intended. Although Craig’s academic career may not have been as impressive as his sister’s, and he
says that “Sure, I wish that I had been a more patient person. Looking back, there are definitely moments when it would
have helped me make better career choices and stuff” (Lehrer), he seems to have accomplished a considerable amount.
I use several strategies to obtain my own accomplishments: trying new things, being persistent, and embracing
individuality. I try not to shy away from experimentation, even though I may fail. However, if a new endeavor, whether
it be a musical adaptation of scenes from my favorite video game, an exhaustive study of prostitution in eighteenth‐
century London, or a hundred‐page epic screenplay, manages to survive its creation, I submerge myself in it completely.
Additionally, I try to play as hard as I work, and my friends and I will occasionally break into song at random moments, or
skip through hallways singing that “We’re off to see the wizard.” Although we have garnished some rather odd looks, I
could not care less. My strategies may be less conventional than those described in the article, but they are definitely
more entertaining. At the end of the day, I might not have completed my homework; instead, however, I’ll have written
the first draft of a short story about a young orphan who runs a bird sanctuary from the roof of a clock tower. I will also
have learned more from honing my craft by writing the aforementioned story than I would have learned by studying
tedious minutiae for a few extra minutes. Success: mission accomplished. I believe that grades, which seem so vital in
our modern educational system, should not be weighed over the ability to think for one’s self. Although self‐discipline
may assist one in achieving success, self‐motivation, entrepreneurism, and perhaps even a touch of creativity are also
extremely important. The child like Carolyn, who could restrain herself from eating the marshmallow, may obtain a
stellar academic record; however, the child like Craig, who broke into the experimenter’s desk, will certainly go far.
Therefore, carpe diem, say I‐ and while you’re at it, carpe marshmallow.
Grade: B+
Comment:
You set forth an original thesis (that the ability to “think for one’s self” and take charge of your own “intentions” is the
best way to achieve the success that you want) which runs counter to Lehrer’s argument, and you offer some evidence
from the essay and your life to support that thesis. However, you do not fully engage with Lehrer’s argument in
developing your idea or sufficiently complicate your argument to account for Lehrer’s. For example, you write:
“Students who spend their academic career fixated solely on grades will, upon graduating college, find themselves thrust
into a totally unfamiliar world: one requiring not diligent obedience, but self‐directed, innovative thinking. “ This is a
very strong statement of your essential argument, which highlights the consequences of being too focused on goals set
by others rather than learning to pursue the things that matter to you. But if Lehrer’s view of success, as you claim, is
too narrow, isn’t your view simply narrow in the opposite direction? Isn’t it possible to achieve success by following
other people’s directions or learning to conform to societal norms and expectations? Isn’t it possible that people who
align their goals with those of society and the people around them can do good in the world? You suggest that while
Carolyn was able to establish a “stellar academic career” – perhaps by studying and learning about the things that
society deemed important – Craig was able to pursue his own interests, which were inspired by his artistic and non‐
conformist bent. But is it necessary to denigrate Carolyn’s achievement by calling her “yet another professor of
psychology”? And should we not recognize that Craig might have achieved even greater artistic satisfaction if he had
the patience to focus on tasks? Originality has to be developed carefully to see its fulfillment. Setting forth an original
thesis is not sufficient to win an argument; you have to take the time to prove it.