The Evidence on Teaching

Good Things Come to Those Who Wait: Delaying Gratification Likely Does Matter for Later Achievement (A Commentary on Watts, Duncan, & Quan, 2018)

Doebel S, Michaelson LE, Munakata Y · 2020

grade Dcritiqueindependentnot-applicable
Sample
Not applicable - a three-page commentary
Population
Not applicable.
Design
A conceptual argument about covariate choice, offering no new estimates. Retained because it states the over-control objection in its strongest form.
Key findings
Argues that many of the variables Watts et al. treated as confounds - executive function, verbal ability, early maths and reading - should not have been included because they capture the fundamental processes that SUPPORT delay of gratification, and that statistical power to detect causal effects falls when controls are highly collinear with the predictor. Concludes that the Watts results are best construed as a successful and much-needed partial replication of the original findings rather than a refutation.
Genetic confound
The commentary's argument is precisely a dispute about how to treat heritable early-ability measures. This archive treats controlling them as the point of the exercise, not as over-adjustment, and records the disagreement.
Replication notes
Not applicable.
DOI / URL
10.1177/0956797619839045

Effects

OutcomeMetricValueMeasureTimingVsHorizonClass
Interpretation of the Watts et al. controlsargumentearly cognitive and behavioural measures are constituents of delay ability, not confoundsmixednot applicablenonenot-applicablenon-cognitive

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