The effects of age, positive affect induction, and instructions on children's delay of gratification☆
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Cited by (23)
Experiencing regret about a choice helps children learn to delay gratification
2019, Journal of Experimental Child PsychologyCitation Excerpt :It has been suggested that developmental changes in delayed gratification are closely linked to emotional development (Hongwanishkul et al., 2005; Kim et al., 2013). However, although it is known that children’s concurrent emotional state can influence the likelihood that they delay gratification (Moore, Clyburn, & Underwood, 1976; Shimoni, Asbe, Eyal, & Berger, 2016; Yates, Lippett, & Yates, 1981), we do not know the means by which emotional development facilitates delayed gratification. Moreover, there is still uncertainty about how cognitive changes contribute to developmental improvements in delayed gratification (Mischel et al., 2011; Yu et al., 2016).
The effects of guilt on preschoolers’ cognitive flexibility and inhibition
2017, Early Childhood Research QuarterlyCitation Excerpt :For example, it is possible that the effects of guilt would be limited for older children irrespective of task difficulty. However, there is no support for this alternative interpretation, as it has been well established that negative emotions impair children’s inhibitory control (Masters & Santrock, 1976; Moore et al., 1976; Schwarz & Pollack, 1977; Yates, Lippett, & Yates, 1981). Also, there is consistent empirical evidence for the task difficulty account.
Do as I do, not as I say: Actions speak louder than words in preschoolers learning from others
2016, Journal of Experimental Child PsychologyCitation Excerpt :A few studies have also looked specifically at strategies that children themselves use to self-regulate, concluding that attention deployment is particularly effective (Sethi, Mischel, Aber, Shoda, & Rodriguez, 2000). Building on this work, other research suggests that strategy-focused direct instruction (thinking happy thoughts) influences children’s delay-of-gratification performance (Mischel, Ebbesen, & Zeiss, 1972; Yates, Lippett, & Yates, 1981). Despite the importance of strategy use and evidence that it can be transmitted, virtually no work has explored the teaching of these strategies and mechanisms by which children learn self-regulation from others (Fox & Calkins, 2003).
Kids These Days! Increasing delay of gratification ability over the past 50 years in children
2020, IntelligenceCitation Excerpt :Studies excluded for this reasons included: (Hrabic, 2015; Lomranz, Shmotkin, & Katznelson, 1983; Ritchie & Toner, 1984; Toner, 1981; Toner, Holstein, & Hetherington, 1977; Toner, Lewis, & Gribble, 1979; Toner, Moore, & Emmons, 1980; Toner & Smith, 1977). Studies that altered the marshmallow task substantially in an experimental or other context and no standard-instructions control group available were also excluded (e.g. Corfield, Al-Issa, & Johnson, 1976; Kanfer, Stifter, & Morris, 1981; Kidd, Palmeri, & Aslin, 2013; Kochanska, Murray, & Harlan, 2000; Leonard, Berkowitz, & Shusterman, 2014; Maccoby, Dowley, Hagen, & Degerman, 1965; Michaelson & Munakata, 2016; Mischel & Moore, 1980; Mischel & Underwood, 1974; Yates et al., 1981). One study was excluded for dropping all children who waited the full time (Joseph, 2015).
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The project was able to be completed through the support of a research grant from Hartley CAE