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To be successful is to accomplish an aim or purpose in life. Most children then are unsuccessful. But Dr. Walter
Mischel allows us to appreciate that the early years of a person’s life can inevitably predict personality and
prosperity through his famous “Marshmallow Experiment”. As four-year olds were tested on their ability of
patience, we can realize the major differences in people. Given the number of children who actually succumbed
to eating the marshmallow before the given time, it is evident that there are people who are “low delayers” and
“high delayers” (Mischel). We have people who believe waiting tables is a great accomplishment while we have
the people who must get into an Ivy League in order to be prosperous and worth living. Dr. David Walsh, a
follower of Mischel’s original marshmallow project, also created his own similar experiment. Considering the
results of both experiments, it is not about one’s marshmallow cravings but about the outcome of one’s future
through the ability of discipline. In Jonah Lehrer’s article, The Secret of Self-Control, he mentions that
“intelligence is largely at the mercy of self-control” and that the most gifted people are the ones who can control
their minds. Thus Lehrer’s article about the experiment proves that the most successful beings are the ones who
can restrain themselves and to eventually receive the delightful treat at the end. First, it is necessary to
understand the psychology behind this experiment. One of the most frequently used terms in psychology is
delayed gratification. In Mischel’s marshmallow case, this plays an imperative role in the child’s ability to
restrain from eating. This ability allows us to renounce an immediate pleasure or reward in order to gain a more
substantial one later. Whether this is waiting for a second marshmallow or giving up smoking, this capability to
delay gratification epitomizes emotional and social maturity. As children, we are innocent and pure. We believe
that “we need what we want” (Mischel). Though eventually, our patience grows as we mature. But with
Mischel’s experiment, it is indisputable that even the primitive minds of children can ultimately affect one’s
ability as an adult. Like Carolyn Weisz, a four-year old used in the experiment, those able to delay and distract
themselves as a child became adults with degrees from top schools and a more successful life. Because delaying
gratification can be difficult and agonizing at times, only the shrewdest are able to accomplish this. In
comparison, Carolyn’s brother, who was a low-delayer, is living a life that can be considered successful
depending on his interpretation, but not as highly achieved as his sister’s. As Mischel says, “If you can deal
with hot emotions, then you can study for the S.A.T. instead of watching television. You can save more money
for retirement. It’s not just about marshmallows.” Being able to wait can help one in the future. Seen
today, it is obvious that in this experiment, all of the children wanted a taste of the craved additional
marshmallow. However, the more patient children had the imperative ability of “strategic allocation of
attention” (Mischel). This ability, referred to as “metacognition” allows even adults “to outsmart their
shortcomings” (Lehrer). Odysseus for example used this crucial skill when he tied himself to the ship’s mast.
Knowing he was unable to resist the seductive Siren’s song, he made sure it was impossible to give in. Thus, he
is known by the epithet Odysseus the Cunning for his crafty guile. The ability to avoid the temptation allows
some to succeed and others to fail. Mischel’s created view of will power explains how the marshmallow task is
“such a powerfully predictive test” (Mischel). Strategizing is not only important for delaying the reward, but it
is also crucial in making the right decisions in life. The people who make the good choice, subsequently live a
better, more successful future. This however, is not the only factor that causes people to give in. In
America, we belong to a culture of beliefs that has changed from a one which appreciates patience and saying
“no” to our desires, to a culture which undermines these abilities and one that yearns for more “fast, easy, fun”
ways to get what we want (Walsh). With giving into what we want for an ephemeral relief, we “pay a long-
term price” that will harm us instead of helping (Walsh). Life deals with challenges, and discipline would be the
only way to succeed in life. As with the children from the impoverished low- income families living in the
Bronx, their ability to delay gratification was below average even compared to the poor living in Palo Alto.
“When you grow up poor, you might not practice delay as much” and strategizing by using the brain will
become difficult because people learn how to use their minds through experience and “trial and error”
(Mischel). Far too often, we are unable to control our surroundings and the struggles confronting us. There are
just too many. But the ability to delay may have a more intricate meaning than this ostensible reason. Perhaps
our ability is not all affected by our way of living, but by behavioral and genetic influences. “We’re incredibly
complicated creatures and even the simplest aspects of personality are driven by dozens and dozens of different
genes” that regulate both attention and motivation (Lehrer). “Minor coding differences influence delay ability”,
but the sample evidence known today is insufficient (Lehrer). Whether from Trinidad, Palo Alto, the Bronx, or
even the more affluent cities in the world, people have been challenged by self- discipline and patience.
However, the amount of patience was the vital skill needed to succeed. Thus, it is necessary to acquire
methods to teach the “low-delayers” how to accept and tolerate delay, trouble, or adversity without irritation.
Scientists and researchers “have been conducting pilot studies in the classroom trying to effectively introduce
complex psychological concepts to young children” (Lehrer). Yet still, even if the lesson plan succeeds, there
are boundless variables and possibilities that can hinder further improvement of these skills out of school. It is
crucial for these researchers, like Dr. Mischel and Dr. Walsh, to educate young children on the importance of
self- control for it would be useless to influence people once habits and ways of living have been implanted in
their everyday life. “Once these children realize that will power is just a matter of learning how to control their
attention and thoughts, they can really begin to increase it” (Mischel). These ways researchers are coming up
with will surely help, but can we not say that controlling our mind is quite simple? All we need to deny what we
desire is to prioritize, plan, and understand what is significant to us. Is it that critical for us to eat dessert or is it
more important for us to skip this cholesterol-filled treat to stay healthy? We make the final decision. As
generations go on, we can learn from these experiments and that self-discipline takes time to master. If we can
control our minds we can control our futures of one of sorrow or one of prosperity. Our ability to delay
gratification is better in predicting academic performance and success than any I.Q. test. Intelligence is
essential, but self-control will prevail. As Aristotle once said, “What it lies in our power to do, it lies in our
power not to do.” We cannot control our world around us, but we can control our thoughts. We may not begin
as tolerant beings, but we can train ourselves to be patient. A person can be smart, but it takes a genius to be
able to control his mind.
Grade Thesis Work with Assigned Text Organization Presentation
A Complex interpretive Student centered connective Clear, fluid, logical Minimal or no errors
thesis clear from the start thinking Strong use of topic Likely to exhibit
Independent ideas Thesis cuts across readings in sentences and other eloquence or an
developed and presented unanticipated ways or finds a guideposts for the reader elegant writing style
throughout larger context for the
conversation
B+ Independent thinking Uses textual evidence with Generally well organized
consistently developed confidence and authority May develop a secondary
Engages more complex Student’s ideas in control emerging thesis which
ideas in the readings throughout paper complicates the original
Begins to grasp Text evidence used well to both argument
complexity of own support and complicate the
position or develops thesis
secondary emerging
thesis
B Thesis articulated from Takes some interpretive risks Sustained meaningful Minimal errors
the outset with text structure Minimal or no
Advances independent Works with a variety of textual Reasonable coherence in mechanical, citation
ideas evidence presentation or formatting errors
Thesis more coherent Texts used in service of project Controlled development of
than C-level and to provide support for it thesis
Thesis may be somewhat Smoother transition and
limited or developed in a topic sentences than C-
repetitive way range
C+ Has a thesis but not Moments of solid work with Has relationships between Sentence level errors
clearly articulated from texts and use of adequate paragraphs under control
outset textual evidence Transitions and topic May have some
Moves toward Engages in more complicated sentences begin to emerge mechanical, citation,
independent thesis, ideas in readings Has some coherence but or formatting errors
showing an emerging Connective thinking may be lacks meaningful structure
coherence of ideas implicit found in B-range papers
C Thesis emerges at end of Works with more than one Some coherent Sentence level errors
paper from discussion of source relationships between do not significantly
the text Vague sense that student’s paragraphs impede meaning
Takes clear position at voice is contributing to the Paragraphs may exhibit Some mechanical,
least once conversation “emerging topic sentences” citation, and/or
Thesis may be vague or Adequate reading formatting errors
general comprehension and use of
textural evidence
NP No thesis in evidence Poor reading comprehension/ Little coherence from Sentence level errors
Thesis buried in misinterpretation paragraph to paragraph impede meaning
summary Lacks meaningful connection Lacks organizational Patterns of error
Little or no relationship between texts or with student’s structure Failure to proofread
between texts and thesis own position Weak use of paragraphs, Serious errors in
Privileges student’s ideas with few or no clear topic citation conventions
Weak use of textual evidence sentences
Over-generalizes about the text

Source: http://wp.rutgers.edu/courses/courselisting/60-course-listing/55-355101

Your essay contains a sophiticated and articulate discussion of the major claim in Lehrer’s article: that success
is linked to one’s ability to delay gratification. You engage meaningfully with the article, chosing relevant
quotations for inclusion in your response. You cite numerous outside examples of this connection, and do a fine
job of explaining your own conviction that if one can learn to discipline his mind, he or she will more readily
meet with success. Your discussion would benefit from a consideration of what it means to be successful. You
insinuate a definition a few times: try to explicitly formulate a perspective on what success really is. If you do
this, and then follow with your discussion of how delaying gratification is vital to achieve this success, you will
have presented a compelling response to the essay prompt.
B/B+