Browsing Child & Youth Studies by Subject "Psychological distancing"
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The roles of perspective and language in children’s ability to delay gratificationWe 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.