Introduction
In the analysis of cognitive development by Bjork, Dunlosky and Kornell, the human brain is preconditioned to make either fast automatic decisions or slow and thoughtful considerations (418). The marshmallow test is one of the significant studies on self-control among learners. It was meant to evaluate the correlation between self-control and cognitive development. The research evaluates the educational theories that are emphasized to explain the process of cognitive development among children.
Learning Theories
In the test, the self-regulated learning, which focuses on the process of attaining personal goals by utilizing self-generated thoughts and controls, emerges. According to Kidd, Palmeri and Aslin, the learning process requires external and internal contributions to enhance an individual’s capacity to realize personal goals (112). The external goals include structured educational practices, rules, and academic concepts.
However, the internal contributions focus on the self-regulated achievements that include self-monitoring, self-recording, self-assessment, and self-correction. The theory shows that students should focus on controlling and monitoring their behaviors with respect to cognitive attributes. In the test, the children who decide to wait for an extra marshmallow are found to have better cognitive controls and behavioral adaptations. Some of the common self-regulated theories include the social constructivist theory, information processing, and the social cognitive theory.
Reflection on learning outcomes
The self-regulated model that is demonstrated in the test shows the significance of behavioral control in cognitive development. In the cognitive assessment model, a meta-cognitive model emerges that focuses on a learner’s awareness of individual thoughts and self-actualization. The self-regulatory components show that humans have the potential of enhancing their skills and capabilities if they invoke self-motivation, self-assessment, and self-monitoring skills in their decision-making processes. Motivation and self-regulation evoke long-term decisions that control temperament and emotions.
Works Cited
Bjork, Robert, John Dunlosky, and Nate Kornell. “Self-regulated learning: Beliefs, techniques, and illusions.” Annual Review of Psychology 64 (2013): 417-444. Print.
Kidd, Celeste, Holly Palmeri, and Richard. Aslin. “Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability.” Cognition 126.1 (2013): 109-114. Print.