Three key predictions of Piaget's groupement model of middle childhood cognition were examined in the speed and time concept areas with a total of 93 children in grades 1, 2, and 3. (ED)

A group of 108 children from nursery school, first grade, and third grade were given five problems measuring the concept of time, in which they were required to judge and explain which of two partially overlapping events started first, which ended first, and which lasted for a longer time. (Author/JMB)

A sample of 144 children from nursery school, first, and third grades were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. (Author/JMB)

Questions whether children's use of language indicates they (1) understand temporal sequence, (2) distinguish goal-oriented from nongoal-oriented activities, and (3) prefer discussing the aspect of events prior to the time of events. Also investigates whether findings for past and future conditions are parallel. (Author/DB)

Examined developmental changes in the use of distance-based and calendar-based approaches to estimate the recency of two events. Found that children's ability to discriminate temporal relationships between two events appears by four to five years of age. In contrast, use of calendar information and cognizance of annual patterns was found only in…