A Marshmallow and a Song

Abstract

In his book Emotional Intelligence (1995), Daniel Goleman describes a research study conducted at Stanford University. The test went something like this: Four-year-old Jeremy is ushered into a room and invited to sit at a table. The researcher tells Jeremy that he forgot something and will be right back. On the table is a marshmallow. Jeremy is told that if he can leave the marshmallow there until the researcher returns, he will be given two marshmallows. But if he eats the one marshmallow while the researcher is gone, he will not get another one. Jeremy was one of over 500 four-yearolds who took this test at a Stanford University campus preschool. Some children (about two thirds) managed to wait, using strategies such as covering their eyes, talking to themselves, playing games, and even trying to go to sleep in order to avoid eating the marshmallow. In the end, they got the two-marshmallow reward. Others would grab and eat the one marshmallow, usually within seconds after the researcher left the room. The children’s behaviors fell into two general categories— those who acted on impulse, and those who were able to delay gratification. About 10 years later, a follow-up study was done with these same children, and 3 years after that, another follow-up study was conducted. What the researchers found was dramatic. Those who were able to delay gratification at age four were more selfassertive, more personally and socially competent, more able to cope with difficulties in life, and more able to cope under stress as adolescents. They were also better students, scored significantly higher on SAT tests, were able to communicate better, able to resolve conflict peacefully, and felt better about themselves. The marshmallow grabbers were more troubled, stubborn, and frustrated with life, had lower self-images, were mistrustful, more jealous, and more likely to get into fights. They did not do as well in school and seemed unable to resolve conflict or reason through problems. In short, what the research showed was that the ability of a four-yearold to control impulse and delay gratification is a very powerful predictor of life success. According to Phil Peake, who analyzed the data, the ability to delay gratification at age four is twice as powerful a predictor of SAT scores as is an IQ test (Goleman, 1995, p. 82). As I read this study, I reflected on how many songs seem to invite children to delay gratification. Music exists in time. One cannot get to the end of the song before going through the song. Is this significant for helping children wait? And can the way we present a singing game activity intensify the delay of what might be a gratifying moment at the end of the song? Can music teach delayed gratification? Think of the rhyme “Patty Cake,” for example. The most exciting part of the rhyme comes when we “throw it in the oven.” Babies who have played patty cake with a loving adult many times may even raise their arms for that special part before it comes in anticipation, they get so excited. But the rhyme won’t allow that part to come too soon. In fact, the rhyme intensifies the excitement when performed with musical expression. It begins soft and gently with “Patty cake, patty cake, baker’s man.” The voice may get a little bit louder and faster when saying “Bake me a cake as fast as you can.” But then, just when it feels like something is about to happen, the voice gets very soft, the actions are slow, and the quiet energy holds the infant tight to “Roll it and pat it.” A crescendo in the voice slowly grows as the voice rises to a higher pitch, and slows way down on “Mark it with a B.” The “B” has a long fermata as the adult looks excitedly in the baby’s face. The tension is strong as it finally explodes into “And throw it in the oven ...” The moment we have been waiting for finally arrives and it is all the more satisfying because of the long musical journey getting there. Finally, a warm cuddle at the end, “... for baby and me,” brings the experience to a satisfying close. Many of the bouncing songs such as “Trot Trot to Boston” provide the same kind of experience, especially when sung musically. “Trot trot to Boston to buy a loaf of bread” is sung softly while gently bouncing baby to General Music Today Volume 22 Number 2 January 2009 27-29 © 2009 MENC: The National Association for Music Education 10.1177/1048371308328383