Abstract: Examined the effects on delay time of 2 different ways of cognitively representing reward objects in a delay of gratification paradigm. Previous work had demonstrated that when children focused on the rewards for which they were waiting, their ability to delay gratification was inhibited; in contrast, attending to symbolic representation of the rewards enhanced their ability to delay. 48 children (mean age, 4 yrs, 8 mo) were taught to transform cognitively the stimuli present during the delay (real rewards or pictures of them), turning real rewards into pictures and pictures into real rewards. Results show that the manner in which the child represented the rewards cognitively was a much more potent determiner of his/her delay behavior than was the actual reward stimulus in front of the child. Theoretical implications of the role of cognitive appraisal in self-control are discussed.