Definitions and Metaphors

mark each time lehrer offers a definition how elaborate is each definition what does the sequence of these mean in aggregate

game room - small room, about the size of a large closet, containing a desk and a chair

marshmallow task - This task forces kids to find a way to make the situation work for them. They want the second marshmallow, but how can they get it? We can’t control the world, but we can control how we think about it
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTfAkVsE

In adults, this skill is often referred to as metacognition, or thinking about thinking, and it’s what allows people to outsmart their shortcomings.
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTflfE7x

“strategic allocation of attention.” Instead of getting obsessed with the marshmallow—the “hot stimulus”—the patient children distracted themselves by covering their eyes, pretending to play hide-and-seek underneath the desk, or singing songs from “Sesame Street.” Their desire wasn’t defeated—it was merely forgotten.
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTfx8v8Y

This takes little effort, since smiling faces automatically trigger what’s known as “approach behavior.”
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DThZLPDB

have you found any metaphors in this text did you expect to find metaphors or metaphoric language in a scientific text?

These kids wrestled with temptation but found a way to resist.
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The initial goal of the experiment was to identify the mental processes that allowed some people to delay gratification while others simply surrendered.
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Mischel argues that intelligence is largely at the mercy of self-control
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He talks with a Brooklyn bluster and he tends to act out his sentences, so that when he describes the marshmallow task he takes on the body language of an impatient four-year-ol
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTfLEAI8

“At the time, it seemed like a mental X-ray machine,” he says. “You could solve a person by showing them a picture.”
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTg7nJMB

“In general, trying to separate nature and nurture makes about as much sense as trying to separate personality and situation,”
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTgejRo6

In other words, people learn how to use their mind just as they learn how to use a computer: through trial and error.
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTgmcSoZ

such as pretending that the candy is only a picture, surrounded by an imaginary frame
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTgvia2D

“All I’ve done is given them some tips from their mental user manual,”
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTh0CshJ

According to Jonides, this is how self-control “cashes out” in the real world: as an ability to direct the spotlight of attention so that our decisions aren’t determined by the wrong thoughts.
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DThJOWjm

“The only way to defeat them is to avoid them, and that means paying attention to something else. We call that will power, but it’s got nothing to do with the will.”
Read more http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer#ixzz1DTiAQgTi