Support Strategy for Executive Function in Children of Low-Income Families: The Marshmallow Test Has a Learning Value

Watanabe, Nobuki · 2022 · DOAJ

DOI: 10.3389/feduc.2022.875254

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Summary

This study investigates whether the marshmallow test, traditionally used to measure executive function (EF), possesses inherent learning value that can support EF development in children, particularly those from low-income families. The research is motivated by the established link between childhood EF and later life success, alongside the difficulty low-income families face in accessing resources to foster these skills. The author hypothesizes that the act of persevering during the marshmallow test itself activates the prefrontal cortex, thereby serving as a low-cost, easily implementable intervention for EF improvement. The study employed a single-case design involving one 10-year-old girl who had previously passed the marshmallow test. Prefrontal cortex activity was measured using a two-channel functional near-infrared spectroscopy (fNIRS) device during three distinct tasks: the marshmallow test, the Wechsler Intelligence Scale for Children’s Working Memory Index (WMI) tasks (forward digit span and mathematics), and an abacus task. Each task was performed eight times over nine days. The marshmallow test involved waiting 15 minutes for a second marshmallow, while the WMI and abacus tasks required active cognitive processing. Data were analyzed using Wilcoxon signed-rank tests to compare mean brain activity levels across tasks. Results indicated that the marshmallow test elicited significantly higher prefrontal cortex activation than the WMI or abacus tasks. Specifically, mean total hemoglobin values were highest during the marshmallow test across all three 5-minute segments, with left-side activity averaging between 0.39 and 0.42 mMol × mm, compared to 0.14–0.33 for other tasks. Statistical analysis confirmed significant differences, with the marshmallow test showing greater activation than the forward digit span, mathematics, and abacus tasks on both left and right hemispheres. This suggests that the passive act of waiting with anticipation engages the prefrontal cortex more intensely than active cognitive tasks in this context. The findings imply that the marshmallow test has practical utility as a supportive tool for EF development, especially for low-income families lacking resources for specialized interventions. Because the test requires minimal equipment and parental expertise, it offers an accessible method for fostering patience and self-regulation. The study concludes that repeated engagement with the marshmallow test can help establish trust and autonomy between parents and children, gradually enhancing EF. However, the author acknowledges limitations, including the small sample size and the coarse resolution of the two-channel fNIRS device, recommending future studies with larger populations and more detailed neuroimaging to validate these preliminary results.

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• executive function