Abstract
In a self-imposed delay of gratification paradigm, preschool children waited for preferred but delayed rewards. We systematically varied the contents of slide-presented images of the rewards and instructions about ideation during the delay. As predicted, exposure to the relevant slide-presented rewards greatly enhanced delay; this effect was totally reversed by instruction-induced ideation that focused on the consummatory (arousing) qualities of the rewards. Theoretical implications for understanding the role of reward-relevant ideation during delay by preschool children were discussed.
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