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dc.contributor.authorMahy, Caitlin
dc.contributor.authorMoses, Louis
dc.contributor.authorO'Brien, Bronwyn
dc.contributor.authorCastro, Alex W.
dc.contributor.authorKopp, Leia
dc.contributor.authorAtance, Christina
dc.date.accessioned2021-11-08T18:11:57Z
dc.date.available2021-11-08T18:11:57Z
dc.date.issued2020
dc.identifier.citationJournal of experimental child psychology, 2020-04, Vol.192, p.104767-104767en_US
dc.identifier.issn0022-0965
dc.identifier.issn1096-0457
dc.identifier.urihttp://hdl.handle.net/10464/15378
dc.description.abstractWe manipulated psychological distance in a delay of gratification paradigm. Younger children showed an other-over-self advantage but older children did not. Using “want” vs. “should” did not impact children’s delay of gratification. Increasing psychological distance is an established method for improving children’s performance in a number of self-regulation tasks. For example, using a delay of gratification (DoG) task, Prencipe and Zelazo (Psychological Science, 2005, Vol. 16, pp. 501–505) showed that 3-year-olds delay more for “other” than they do for “self,” whereas 4-year-olds make similar choices for self and other. However, to our knowledge, no work has manipulated language to increase psychological distance in children. In two experiments, we sought to manipulate psychological distance by replicating Prencipe and Zelazo’s age-related findings and extending them to older children (Experiment 1) and also sought to manipulate psychological distance using the auxiliary verbs “want” and “should” to prime more impulsive preference-based decisions or more normative optimal decisions (Experiment 2). In Experiment 1, 96 3- to 7-year-olds showed age-related improvements and interactive effects between age and perspective on DoG performance. In Experiment 2, 132 3- to 7-year-olds showed age-related improvements and a marginal interaction between age and perspective on DoG performance, but no effect of auxiliary verbs was detected. Results are discussed in terms of differing developmental trajectories of DoG for self and other due to psychological distancing, and how taking another’s perspective may boost DoG in younger children but not older children.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.subjectAdolescenten_US
dc.subjectAge factorsen_US
dc.subjectChilden_US
dc.subjectChild development - Physiologyen_US
dc.subjectChild, Preschoolen_US
dc.subjectDelay discounting - Physiologyen_US
dc.subjectDelay of gratificationen_US
dc.subjectFemaleen_US
dc.subjectHumansen_US
dc.subjectLanguageen_US
dc.subjectMaleen_US
dc.subjectPerspective-takingen_US
dc.subjectPsychological distancingen_US
dc.subjectSelf/otheren_US
dc.subjectYoung childrenen_US
dc.titleThe roles of perspective and language in children’s ability to delay gratificationen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.jecp.2019.104767
refterms.dateFOA2021-11-08T18:11:57Z


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