Poster #16 - Imagining the Future Improves Self-control in Preschoolers

• In Event: Poster Session 17

Abstract

Introduction:
Preschoolers are notoriously poor at delaying gratification and saving limited resources, yet evidence-based methods of improving these behaviors are lacking. Previous literature suggested that psychological distance helps young children be more reflective and perform better on tasks requiring executive function and emotion regulation (“Batman effect,” White & Carlson, 2016; Grenell et al., 2018). The current study hypothesized that temporal psychological distance, i.e. imagining possible future outcomes and emotions, may improve children’s self-control by reducing the pull of the present moment and highlighting the future.

Methods:
Typically developing 4-year-olds in the midwestern United States participated (N = 88; 55.7 % female; Mage = 53.3 months, SD = 3.9; Ethnicity 5% Hispanic; Race 90% White, 5% Asian, 5% Black and White; median annual family income of $150,000 - $174,999). Children were instructed to play a small marble game where they could save some marbles (out of 3) for a bigger marble game later. Before playing the small marble game, children were randomly assigned to one of 4 conditions of a felt storyboard game where they would simulate the future of their options (saving and positive emotion vs. non-saving and negative emotion) or bedtime routines (positive vs. negative emotion controls). They were then asked to anticipate how they would feel in each scenario by placing facial expression stickers on the storyboard. A manipulation check confirmed that children’s anticipated emotions aligned with the positive or negative conditions (Fig. 1). Potential covariates included age, gender, race, family income, verbal intelligence, future thinking, executive function, and theory of mind.

Results:
Saving behavior (whether children saved at least one marble for the bigger game) was significantly related to verbal intelligence, F(1,83) =5.157, p=0.026, task order (more likely when the marble game came first vs. last), F(1,86)=5.656, p=0.020, and future thinking ability for the self, F(1,84)=4.223, p=0.043. No other potential covariates were related.
We found that children who were prompted to imagine the future consequences of their choices in the storyboard game were more likely to save marbles than those who were not, F(1,84)=8.686, p=0.004, η2=0.098. More specifically, those who imagined themselves being happy for saving a marble for the big marble game were most likely to save in the actual marble game, F(3,84)=5.857, p=0.001, η2=0.184, significantly more than those who imagined themselves being sad for not saving marbles and those who imagined positive or negative events in their bedtime routines, controlling for verbal intelligence, game order, and children’s future thinking ability (Fig. 2). Anticipated emotion alone (positive vs. negative) was not related to saving (p=0.355).

Discussion:
Our data show that mental time travel combined with simulation of positive future outcomes and emotions is effective at helping preschoolers delay gratification and plan for the future. This research adds new evidence supporting psychological distancing as an effective strategy to improve self-control and make decisions for adaptive long-term goals. Ultimately, such knowledge has the potential to shape best practices for improving academic, social and health outcomes for children.

Authors

• Jinyi Zhang, University of Minnesota - Twin Cities
  Presenting Author

• Kathleen Vohs, University of Minnesota

• Stephanie M Carlson, University of Minnesota - Twin Cities