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Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions.

1990; American Psychological Association; Volume: 26; Issue: 6 Linguagem: Inglês

10.1037//0012-1649.26.6.978

1939-0599

Yuichi Shoda, Walter Mischel, Philip K. Peake,

Educational and Psychological Assessments

Variations of the self-imposed delay-of-gratification situation in preschool were compared to determine when individual differences in this situation may predict aspects of cognitive and self-regulatory competence and coping in adolescence.Preschool children from a university community participated in experiments that varied features of the self-imposed delay situation.Experimental analyses of the cognitive-attentional processes that affect waiting in this situation helped identify conditions in which delay behavior would be most likely to reflect relevant cognitive and attentional competencies.As hypothesized, in those conditions, coherent patterns of statistically significant correlations were found between seconds of delay time in such conditions in preschool and cognitive and academic competence and ability to cope with frustration and stress in adolescence.To be able to delay immediate satisfaction for the sake of future consequences has long been considered an essential achievement of human development.After a series of investigations into the individual differences associated with the choice to delay gratification (e.g.,