Cooperation: new light on the marshmallow experiment 🤔

A team of psychologists from the University of Manchester, UK, in collaboration with a colleague from Mohammed VI Polytechnic University in Morocco, has explored how the presence of a partner influences children's behavior in the marshmallow experiment.

Their study, published in Royal Society Open Science, reveals unexpected nuances in children's ability to delay gratification.


The marshmallow experiment conducted at Stanford in 1970 by Walter Mischel assessed children's ability to defer gratification. Each child had to choose between eating one marshmallow immediately or waiting fifteen minutes to receive a second one. The majority gave in quickly, while about one-third waited by using strategies like covering their eyes or singing. This self-control ability was later linked to better academic performance and more stable health.

This experiment marked psychology by demonstrating the importance of delayed gratification. Children who waited for a larger reward subsequently showed better social and academic skills. The new research revisits these findings with a modern and interactive approach.

The study was conducted online, with children placed in situations where they had to cooperate with an unknown partner. Unlike traditional experiments, the children could see whether their partner promised to wait or seemed hesitant. This setup allowed researchers to observe how interpersonal trust affects patience.

The results show that children are more likely to wait for a larger reward if their partner also claims they want to wait. Conversely, uncertainty from the partner reduces this tendency. This phenomenon is particularly pronounced among younger children, for whom a peer's promise has a significant impact.

This research highlights the importance of social context in the development of self-control. Children do not make decisions based solely on their own desires but also according to the anticipated actions of others. This opens new perspectives on learning patience and cooperation.

The implications of these findings are vast, particularly in the fields of education and child development. Understanding how social interactions influence delayed gratification could help design more effective educational programs, fostering essential skills for adulthood.

The study thus provides valuable insight into the psychological mechanisms underlying cooperation and self-control in children. It reminds us that our choices often reflect our social environment, not just our individual will.