For today’s society, there are ways self control is being conditioned. Self-control is defined as behavior that results in access to a larger reinforcer after a longer delay, rather than impulsive behavior that results in a small reinforcer after a shorter or no delay. People being trained with delayed rewards appear to have generalized effects in increasing their tolerance for a delayed reward.
The present study evaluated a technique for teaching self-control and increasing desirable behaviors among adults with developmental disabilities. Results showed that when participants were initially given the choice between an immediate smaller reinforcer and a larger delayed reinforcer, all participants repeatedly chose the smaller reinforcer. Concurrent fixed-duration/progressive-duration reinforcement schedules then were introduced in which initially both the smaller and larger reinforcers were available immediately. Thereafter, progressively increasing delays were introduced for the schedule associated with the larger reinforcer only. When initial short-duration requirements for access to the larger reinforcer were gradually increased, participants repeatedly selected the larger reinforcer, thereby demonstrating increased self-control.
Many things affect one's ability to exert self-control, but self-control particularly requires sufficient glucose levels in the brain. Exerting self-control depletes glucose. Research has found that reduced glucose and poor glucose tolerance are tied to lower performance in tests of self-control, particularly in difficult new situations.
Self-control strategies are often taught in treatment centers, group or individual therapies, schools, or vocational settings. However, self-control programs may also be designed without the help of a professional, especially if the problem being addressed is not severe. The use of professionals, at least initially, may increase the likelihood that the program will succeed. Most people who decide to...