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The motivational function exerted by verbal antecedents has been extensively approached from a theoretical perspective and within the direct conditioning paradigm. However, there is little research concerning the alteration of the motivational function via verbal means. The current study presents 2 consecutive experiments in which the role of the verbal context in the alteration of different motivational states was examined. In the first experiment, a protocol consisting of a story about feeling hot and thirsty was administered individually to 5 children, 6 to 7 years old. After the implementation of the protocol, all children reported feeling thirstier than before the implementation and behaved in accordance with this report. In the second experiment with 5 other children, this effect was replicated with a different motivational state (physical restriction) . More importantly, in a second phase with the same children, the effect was prevented when the thirst protocol was presented in a verbal context that was incoherent with feeling thirsty. Several verbal contexts in altering motivational functions, as well as some clinical implications, are discussed.