Abstract
The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; a, labeling: received the treatment of being labeled as “patient” kids; b, story-telling: were read a story about the patient antagonist rewarded double gifts, while the impulsive character got only one same reward; c, control: received no treatment. Under the DG task of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M = 13.23 m) than the control one (M = 11.25 m), showed marginal significant difference at p = .06, medium effect size magnitude at η2 = .06. No significant mean differences were found between the story-telling (M = 12.68 m) and the control group, though the story-telling group delayed more than 1 min longer than their counterparts. Sex differences on the task are also discussed.
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