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Resisting Temptation for Success: Exploring the Brain's Role

This thought-provoking discussion covers topics such as sacrificing social life for academic success, regret, and the ability to resist temptation. It also delves into the neuroscience behind delayed gratification and the parts of the brain responsible for giving into temptation. Engage in activities, watch informative videos, and explore the cognitive strategies involved in resisting temptation.

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Resisting Temptation for Success: Exploring the Brain's Role

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  1. Starter: Thoughts for discussion Would you give up your phone during your A Level years to get into Cambridge / Oxford?

  2. Starter: Thoughts for discussion Would you sacrifice a social life for the best A Level grades?

  3. What is the greatest regret that you have?

  4. Is there any point in being sorry about the past?

  5. Can you resist temptation?

  6. Personality Test Stretch and challenge - Name this rating scale

  7. What Parts of the Brain are Responsible for Giving into Temptation? Prep Text book questions (page 241) Stretch and challenge Watch videos 1-4 on youtube (Jonathan Evans – type in Casey OCR Psychology) https://www.youtube.com/watch?v=2leQcAYMdE4&t=26s

  8. https://www.youtube.com/watch?v=QX_oy9614HQ What Regions of the Brain are Responsible for Giving into Temptation? http://www.youtube.com/watch?v=b_ubVVnWglk https://www.youtube.com/watch?v=KPZ5R9EA968 www.youtube.com/watch?v=Yo4WF3cSd9Q https://www.youtube.com/watch?v=0b3SWsjWzdA What behaviours do the children who EAT show? What behaviours do the children who DON’T eat show? What is the difference between them?

  9. Delay of gratification • Longitudinal study • Cognitive control • fMRI • Inferior frontal gyrus • Prefrontal cortex • Ventral striatum • Limbic system • The Marshmallow Test Activity – Use IPAD / phone / books Provide definitions for three of the key terms.

  10. Delay of gratification = ability to resist temptation in favour of long term goals • Longitudinal study = a study over a long period of time • Cognitive control = Control of behaviour by thinking • fMRI = Doing something while having an MRI scan • IFG = Part of the brain which helps you stop and keeps you in control • PFC = Part of the brain that looks at planning and control • Ventral striatum = Part of the brain in change of rewards • Limbic system = Part of the brain in charge of pleasure • Marshmallow test = tests of delayed gratification devised by Walter Mischel

  11. Biological Area = Key theme: Regions of the Brain • Hemispheres- Sperry • Cognitive control - Casey Do different parts of the brain do different things? Do people’s brains develop differently?

  12. Background The ability to resist temptation in favour of long term goals is a crucial part of success. This success can be individual, as a whole society and economic success. https://www.youtube.com/watch?v=QEExYuRelbg

  13. Resist Temptation Think of 5 tempting things people are encouraged to resist. [10] Explain why being able to resist temptation can help people be more successful. [3]

  14. Tempting Situations Tempting situations can diminish or limit our control. What the tempting situation is changes as we get older.

  15. Tempting Situations Explain WHY giving in to temptation limits our control. [3] Identify situations tempting for a child, young person and adult. Explain the ‘What the hell effect’ [3] https://www.youtube.com/watch?v=TOR1aGzNLys

  16. Delay of Gratification Delay of Gratification refers to the ability to put off something mildly fun or pleasurable now in order to wait for something that is greatly fun, pleasurable, or rewarding later.

  17. Cognitive Control Delay of gratification depends on cognitive control. Cognitive control refers to the ability to override competing thoughts and actions in favour of goal directed ones.

  18. Cognitive Control Different people use different cognitive strategies to delay gratification and there appear to be naturally existing differences in the spontaneous (not taught) use of these strategies.

  19. Mischel’s Marshmallow Study: procedure • Can you write down what the procedure was? • Children classed into two categories: • High delayers (could wait and received the award of 2 marshmallows) • Low delayers (could not wait and took the immediate reward by eating the marshmallow). • The ability to resist temptation depends on cognitive control, and it seems that some people have better self-control than others • This can be predicted by their performance as a young child on the Marshmallow Test.

  20. But why are there these differences? • Why can some resist but others can’t? • Casey found that those who couldn’t resist the marshmallow on their first go could wait longer when retested if they were taught to use cooling strategies

  21. But why are there these differences? • These cooling strategiesreduce the appeal of the reward (think of it as a cotton ball or a cloud, for example) • Instead of the hot cues (how sweet and delicious the marshmallow is). • It seems that we respond to hot and cool cues differently as we can resist cold cues more than hot cues

  22. Cool and Hot Systems Mischel identified cool and hot systems of self control. Cool involves control related brain circuits (inferior frontal cortex). Examples of ‘cool’ strategies are is to distract yourself or to change your perception of it (look away). Hot involves desires and emotions linked to specific, older brain regions (limbic system). Examples of ‘hot’ strategies involving focusing on what is really appealing about it.

  23. Cool and Hot Systems Cool = inferior frontal gyrus Hot = limbic system

  24. Definitions “hot” cues: elicit an instant, emotional response. Rewarding hot cues are linked with our desires and positive emotions “cool” cues: takes the emotion away from a stimulus. Not emotionally rewarding  Neutral

  25. HOT OR COOL? • Write hot on one side of your whiteboard and cold on the other • When I show you the image, tell me if it’s a hot cue or a cold cue!

  26. Starter: Self-Regulatory Inventory

  27. High Delayers As the children in the Mischel original studies grew up, there were follow up studies and they tracked each child’s progress in a number of areas. Those who COULD delay eating the marshmallow (high delayers) had higher SAT scores, lower levels of substance abuse, lower likelihood of obesity, better responses to stress, better social skills as reported by their parents.

  28. High and Low Delayers Explain WHAT the long term effects of being a HIGH DELAYER as a child are. [4] Explain WHAT the long term effects of being a LOW DELAYER as a child are. [4]

  29. Go and No Go Tasks Performance on a delay-of-gratification task in childhood predicted the efficiency with which the same individuals performed a cognitive control task (go / no-go task) as adolescents and young adults.

  30. Go and No Go Tasks Being able to delay gratification as a child strongly correlates to the capacity, in adulthood, to control thoughts and actions, as reflected in performance on cognitive control tasks, and that the ability to control one’s thoughts and actions.

  31. Let’s try it! • When you see a YELLOW circle, hit your buzzer! • When you see a PINK circle, don’t do anything at all. • In between each trial there will be a blank screen so you know the next one is coming

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