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      Situational Strategies for Self-Control

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          Abstract

          Exercising self-control is often difficult, whether declining a drink in order to drive home safely, passing on the chocolate cake to stay on a diet, or ignoring text messages to finish reading an important paper. But enacting self-control isn’t always difficult, particularly when it takes the form of proactively choosing or changing situations in ways that weaken undesirable impulses or potentiate desirable ones. Examples of situational self-control include the partygoer who chooses a seat far from where drinks are being poured, the dieter who asks the waiter not to bring around the dessert cart, and the student who goes to the library without a cell phone. Using the process model of self-control, we argue that the full range of self-control strategies can be organized by considering the timeline of the developing tempting impulse. Because impulses tend to grow stronger over time, situational self-control strategies—which can nip a tempting impulse in the bud— may be especially effective in preventing undesirable action. Ironically, we may underappreciate situational self-control for the same reason it is so effective, namely that by manipulating our circumstances to advantage we are often able to minimize the in-the-moment experience of intrapsychic struggle typically associated with exercising self-control.

          The supreme art of war is to subdue the enemy without fighting.

          —Sun Tzu, The Art of War

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          Most cited references108

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          Executive Functions

          Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
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              Delay of gratification in children

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                Author and article information

                Contributors
                Journal
                101274347
                34287
                Perspect Psychol Sci
                Perspect Psychol Sci
                Perspectives on psychological science : a journal of the Association for Psychological Science
                1745-6916
                1745-6924
                3 December 2015
                January 2016
                01 January 2017
                : 11
                : 1
                : 35-55
                Affiliations
                University of Pennsylvania
                Yale University
                Stanford University
                Author notes
                Address correspondence to: Angela L. Duckworth, Department of Psychology, University of Pennsylvania, 3701 Market Street Suite 200, Philadelphia, PA 19104, Phone: 215-898-1339; duckwort@ 123456psych.upenn.edu
                Article
                PMC4736542 PMC4736542 4736542 nihpa741973
                10.1177/1745691615623247
                4736542
                26817725
                8cbca026-fbc9-4ccc-95ad-c586903fc6bc
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