1. Chapter 10: Self-Control November 14-16, 2005 Classes #35-36

2. How do we Develop Self-Control? The Ainslie-Rachlin Model of Self- Control (Ainslie, 1975; Rachlin, 1974) The Ainslie-Rachlin Model of Self- Control (Ainslie, 1975; Rachlin, 1974) The value of a reward changes as a function of the amount of time remaining until receipt The value of a reward changes as a function of the amount of time remaining until receipt The longer the perceived wait is (the delay) before receiving the reward, the less valuable the reward is to the individual The longer the perceived wait is (the delay) before receiving the reward, the less valuable the reward is to the individual However, the reward value increases quickly as the time for the reward approaches However, the reward value increases quickly as the time for the reward approaches

3. Ainslie-Rachlin Model of Self-Control

4. The model predicts that early in the delay when both the smaller, sooner reward (SSR) and the larger, later reward (LLR) are distant the SSR is less valuable and therefore the easier choice would be the wise one (LLR) The model predicts that early in the delay when both the smaller, sooner reward (SSR) and the larger, later reward (LLR) are distant the SSR is less valuable and therefore the easier choice would be the wise one (LLR) However, as the delay before the SSR becomes short, it would be worth more, making it harder to resist However, as the delay before the SSR becomes short, it would be worth more, making it harder to resist

5. Ainslie-Rachlin Model of Self-Control

6. How do you Change the Delay Function for the LLR? If one can… If one can… Increase the overall reward value of the LLR Increase the overall reward value of the LLR and/or and/or Flatten out the function (make it less steep) Flatten out the function (make it less steep) Then… Then… It would be easier to show self-control (resist temptation) It would be easier to show self-control (resist temptation)

7. Ainslie-Rachlin Model: Delay Function is Flatter

8. Ways to Change the Shape of the LLR Delay Function Provide experience with delay of gratification such that responding is encouraged in the absence of early reward (e.g., use shaping) Provide experience with delay of gratification such that responding is encouraged in the absence of early reward (e.g., use shaping) Make sure that plenty of reinforcement is available in general; and/or don’t expect as much self-control during periods of stress or depression, etc. Make sure that plenty of reinforcement is available in general; and/or don’t expect as much self-control during periods of stress or depression, etc. Set up an explicit series of subgoals (and keep a written record of success) Set up an explicit series of subgoals (and keep a written record of success)

9. Let’s break into groups… Over-all Goal: Over-all Goal: Where will you be ten years from now??? Where will you be ten years from now??? Example: Sport Psychologist for the New York Mets Example: Sport Psychologist for the New York Mets Subgoals and Strategies: Subgoals and Strategies: Break down your next ten years… Break down your next ten years… Example: Take course taught by Weiss Example: Take course taught by Weiss Etc. Etc.

10. How do you Change the Delay Function for the SSR? Goal with the SSR is to reduce the value of the reward such that it will not reach a point of being higher in reward value than the LLR Goal with the SSR is to reduce the value of the reward such that it will not reach a point of being higher in reward value than the LLR How? How? Making a Commitment Response Making a Commitment Response

11. Making a Commitment Response A commitment response is an early action that serves to either eliminate or reduce the value of the upcoming temptation A commitment response is an early action that serves to either eliminate or reduce the value of the upcoming temptation For example: If you make a verbal commitment to another person, then the SSR will be less attractive because by choosing it you would make yourself “look bad” to the other person For example: If you make a verbal commitment to another person, then the SSR will be less attractive because by choosing it you would make yourself “look bad” to the other person Use of Behavioral Contracts comes under this heading as well Use of Behavioral Contracts comes under this heading as well Formally setting up a contract to help avoid temptations Formally setting up a contract to help avoid temptations

12. Cognitive Factors in Self-Control If you can avoid “attending” to the reward, then you are generally more resistant to temptation… If you can avoid “attending” to the reward, then you are generally more resistant to temptation… Mischel (1966 & 1974) studied this in children Mischel (1966 & 1974) studied this in children Some of their strategies were to: Some of their strategies were to: Not look at the rewards Not look at the rewards Did something else: talked or sang Did something else: talked or sang Did better if told to focus on the abstract properties Did better if told to focus on the abstract properties

13. Predicting Adolescent Self-Control… Shoda, Mischel and Peake (1990) Shoda, Mischel and Peake (1990) Found that children that used better strategies for avoiding temptation (delaying gratification) 13 years earlier, were more “cognitively and socially competent” at the age of 17 Found that children that used better strategies for avoiding temptation (delaying gratification) 13 years earlier, were more “cognitively and socially competent” at the age of 17

14. Hot/Cool System Theory Metcalf and Mischel (1999) Metcalf and Mischel (1999) Feel that two general systems underlie our self- control behavior Feel that two general systems underlie our self- control behavior Hot system: Hot system: Emotional, action oriented, quick to respond to external stimuli Emotional, action oriented, quick to respond to external stimuli Cool system: Cool system: Cognitively-oriented, devoid of emotion, quick to respond to external stimuli Cognitively-oriented, devoid of emotion, quick to respond to external stimuli

15. Hot/Cool ways to self-control…. Activate a nonrelevant hot system to compete with the temptation hot system that has already been activated Activate a nonrelevant hot system to compete with the temptation hot system that has already been activated Find another fun activity Find another fun activity Activate a an opposing cool system that can undermine the temptation hot system Activate a an opposing cool system that can undermine the temptation hot system Abstract principles involved here Abstract principles involved here

16. Metcalf and Mischel (1999) Hot system develops early Hot system develops early Cool system develops late as we develop higher levels of cognitive awareness Cool system develops late as we develop higher levels of cognitive awareness

17. Emotions play a role here… Metcalf and Mischel (1999) Metcalf and Mischel (1999) Stress can shift us backwards Stress can shift us backwards Chronic stress can cause hot system dominance and thus impulsive behavior Chronic stress can cause hot system dominance and thus impulsive behavior Example: After relationship breakup Example: After relationship breakup

18. Maybe implicit factors are involved as well??? Can self-control become a well-practiced skill? Can self-control become a well-practiced skill? Over time can it become automatic? Over time can it become automatic? Maybe some self-control needs very little conscious processes? Maybe some self-control needs very little conscious processes? For example: For example: A weight-watchers long-term goals can be unconsciously activated with exposure to foods A weight-watchers long-term goals can be unconsciously activated with exposure to foods The exposure to tempting foods thus can unconsciously boost rather than undermine the dieter’s determination The exposure to tempting foods thus can unconsciously boost rather than undermine the dieter’s determination

19. Credits http://www.radford.edu/ http://www.radford.edu/ http://www.radford.edu/ http://gsbwww.uchicago.edu/ http://gsbwww.uchicago.edu/ http://gsbwww.uchicago.edu/