Letting children choose promotes prosocial behavior

As described in “Giving Preschoolers Choice Increases Sharing Behavior“:

[S]haring when given a difficult choice leads children to see themselves in a new, more beneficent light. Perceiving themselves as people who like to share makes them more likely to act in a prosocial manner in the future.

Previous research has shown that this idea — as described by the over-justification effect — explains why rewarding children for sharing can backfire. Children come to perceive themselves as people who don’t like to share since they had to be rewarded for doing so. Because they don’t view themselves as “sharers” they are less likely to share in the future.

Developmental psychologists Nadia Chernyak and Tamar Kushnir found that compared to children who were given a non-costly choice or who were required to share, preschoolers given a costly choice were more likely to share again at a subsequent opportunity.

My thoughts:

1. I would be interested in an analysis comparing the effect of the conditions on the children who did not share– that is, collecting baseline data on children’s initial propensity to share, and then comparing how the interventions affected them across the range of initial tendencies.
2. I wonder how well this would apply to long-term planning and diligence (e.g., completing homework, practicing a difficult skill, doing chores).

The results do suggest that choice can be a powerful mechanism for promoting positive habits and attitudes, something which I think parents and schools could harness more productively. That choice can potentially foster empathy and perspective-taking is very encouraging.

---

Full reference: N. Chernyak, T. Kushnir. Giving Preschoolers Choice Increases Sharing Behavior. Psychological Science, 2013; DOI: 10.1177/0956797613482335

Criticism? Carpe diem!

These serendipitous juxtapositions appeared in my news feed yesterday, variations on a theme of framing disappointments as opportunities:

“To avoid criticism: do nothing, say nothing, be nothing.” – Elbert Hubbard

“Unless someone like you
cares a whole awful lot,
nothing is going to get better.
It’s not.”
– The Lorax

That is: Action inspires criticism, and criticism demands action.

We live in a world where there will always be criticism, of others and ourselves, by others and ourselves. The challenge is not merely accepting the reality of such criticism, but embracing, evaluating, and acting upon it, thoughtfully and productively.

In “How to Listen to a Recording of Yourself Without Getting Depressed,” Dr. Noa Kageyama outlines three attitudes to adopt (and associated actions to take) to yield a more helpful critique:

1. Celebrate the bright spots.
   I would annotate this with reminders along the lines of, “That wasn’t always so easy for me [you],” or “I remember how I [you] had to work to reach that goal.” It highlights hard-won accomplishments as the product of effort rather than talent or luck.
2. Cultivate a solution-focused mindset.
   For every problem you notice, formulate a plan to solve it. Recognize mistakes as temporary but necessary stopovers to help you survey the terrain, rather than final endpoints.
3. Develop a more optimistic mindset.
   Focus on what can be done rather than what hasn’t been done.

I would also precede the feedback session by identifying (and writing out) the main goals up front, to avoid getting distracted by salient yet less-important features.

Without action as its counterpart, criticism by itself becomes a meaningless monologue.

The many pluses of positive parenting

Again highlighting the importance of encouragement, David Bornstein describes several evidence-based parenting programs that reduce at-risk behaviors:

• Triple P – Positive Parenting Program
• SafeCare
• Parent Management Training – the Oregon Model
• The Incredible Years
• Nurse Family Partnership

As he summarizes, “The essence of the research is that children do best when they receive calm and consistent feedback and assertive discipline that’s based on reasonable expectations – with significantly more encouragement and positive feedback than criticism.”

Incentives and investment in schooling and parenting

In an interview with Paul Solman at PBS, Nobel Prize-winning economist James Heckman discusses the achievement gap, IQ testing, early childhood education, and parenting, framing the issues from the perspective of incentives and investment.

Let me give you a startling finding about achievement gaps. Suppose you pay children in the 5th and 6th grades, right when you think of the achievement gap opening up between blacks and whites, to take an IQ test.

Say you have unmotivated black kids living in the middle of the ghetto and white kids from Scarsdale or some other upper-class neighborhood. You give each kid who gets a successful answer one M&M — just give them an M&M — and you say for each point extra on the IQ test, each correct answer, I’ll give you one more M&M. It turns out that the gap between the black and white student in the IQ test scores vanishes — vanishes completely.

The interventions in the “enriched parenting” programs include the usual: reading regularly to kids, providing encouragement, and simply giving the kids time to formulate and act upon a plan.

We need to think about these factors as social investments which the children eventually internalize, so that they are better positioned to succeed later in life.

Other research-based commentary on “tiger parenting”

For what I hope will be my last post on the subject, I wanted to share some gems I’ve found from my online meanderings following link after link on Amy Chua’s views on parenting. These all draw from relevant research to critique specific practices rather than an imprecise “parenting style.”

1. In this edited interview transcript with Scientific American, Temple University developmental psychologist Laurence Steinberg reviews the literature on many of the specific practices Chua describes, pointing out both the good and the bad. On his “good” list are high expectations, parental involvement, and positive feedback for genuine accomplishment (but not cultivating false self-esteem). On his “bad” list are excessive punishment, being overly restrictive, and squelching autonomy (characteristics of authoritarian rather than authoritative parenting). He further questions Chua’s views on desirable goals for her children and highlights the value of unstructured play for children’s development. Although he mentions cultural differences in parenting and acknowledges that Americans might misperceive Chinese parenting as being more authoritarian than it really is, he doesn’t analyze cultural influences in much depth here.

2. On Parenting Science, Gwen Dewar (an interdisciplinary social scientist whose background also includes psychology) provides a fuller analysis on both the authoritarian / authoritative parenting style dimension and the cultural differences between Chinese and American parenting. Like Steinberg and others, she too affirms the importance of believing in effort over innate ability, noting that this characterizes Chinese more than American values. Ironically, she includes more detail than Steinberg on his own research, describing the potential for positive peer pressure among Chinese-American youth, whose peers encourage them to achieve rather than rejecting them for geekiness. Most thankfully, she highlights that the positive aspects of traditional Chinese parenting can be separated from undesirable authoritarian practices.

3. Finally, on the NY Times Freakonomics blog, Yale professor of law and economics Ian Ayres (who acknowledges being a friend and colleague of Amy Chua’s) delves into the cognitive benefits of some of these parenting practices, rather than their developmental or cultural consequences. While I’m disappointed that he discusses the benefits of “tiger parenting” without strong caveats against its harms (or an acknowledgment that they can be separated), I particularly appreciated his economic analysis of the attitudes and behaviors that may result.

One virtue Ayres extols is delayed gratification, which he quantifies as “the intertemporal marginal rate of substitution, the willingness to forego current consumption in order to consume more in the future.” It’s another lens on the importance of grit, perseverance, and conscientiousness in enduring challenges while pursuing distant goals. He points out research indicating that these skills may be a stronger predictor of future success than intelligence (as measured by IQ).

(Although Ayres didn’t mention it, this further validates Dweck’s research on the importance of believing that effort matters more than innate ability in determining success.)

He also cites Ericsson’s research on the amount of effort necessary to develop expertise. Despite believing that such discipline is likely to transfer over to other pursuits, he admits that he would probably choose skills with more immediate benefits:

My personal bias is in guiding my children toward endeavors (like learning statistics or US History or corporate finance or Python — all subjects of daddy school) that I think are likely to pay higher direct adult dividends than music or sport skills that atrophy in adulthood.

Inclined though I am to agree with him, I wonder how effective such pursuits are as targets for kids to develop discipline and expertise. Aside from the value of music and sports in themselves, they also carry salient milestones—some culturally derived (such as soccer tournaments and numbered Suzuki-method books), but others perceptually evident—that help children self-assess progress. Computer programming has concrete markers of success in getting a program to produce the desired output, but growth in using analytical tools such as statistics is a bit harder for a youngster to perceive and appreciate.

Oddly, Ayres portrays Chua’s methods as an effective “taking choice off the table” technique for building discipline, despite this crucial difference between his parenting approach and hers: he explicitly involved his children in the initial choice process and explained the pros and cons of their choices, whereas Chua imposed her choices on her children. That initial commitment by the child is key. Without it, the child is simply following rules divorced from meaning. With it, the child learns to connect desire with dedication and goal with process.

---

Collectively, these articles echo the fundamental values of attributing success to effort, nurturing intrinsic motivation, and setting high expectations that I summarized earlier, while also adding a richer perspective on cultural differences, peer pressure, and delayed gratification in promoting perseverance. While these articles haven’t and won’t receive the audience that brazen storytelling attracts, they give voice to relevant research that too often whispers quietly from the archives.