Suzanne Gaskins is a psychologist with a background working with indigenous children in Mexico. She wanted to test their capacity for delayed gratification, so she administered what’s called The Marshmallow Test. She offered each child the choice of eating one marshmallow immediately, or waiting while she left the room for the promise of two marshmallows.

Because she’s been studying the children in this community for years and knows them generally to be proficient and high functioning, she expected many of them to be waiting when she came back. But of the six children she tested, four of them simply left the room.

Puzzled by those results, Gaskins administered a host of sixteen different tests designed to measure executive function. Even though children in this community are self-motivated and can often dress, bathe themselves, and help with chores by three years of age, about half of them failed these tests.

This led Gaskins to examine the cultural bias embedded in those traditional tests and to rethink their efficacy. When she followed up with the children who took the marshmallow test, she found that many of them simply left the room because they had other things to do than sit around waiting for a marshmallow.

“I was very surprised at my own lack of insight,” Gaskins said. “I did not recognize the bias built into the test until I sat in the room with the kids and it became obvious what was wrong.”

Lucía Alcalá assisted Gaskins in administering these tests. She said, “Just because children in different communities perform differently in our tasks, doesn’t mean there’s something wrong and we need to fix it. As U.S. scholars we feel we have to fix everyone. … People don’t need us to save them and fix them.”