Memory for the temporal order of past events is a critical capacity; however, relatively little is known about its development and the processes that support it in early to middle childhood. The aim of this study was to examine children's memory for the temporal order of real-world events. Four-five-year-old (n = 36), 6-7-year-old (n = 45) and…

Two main theoretical constructs seek to describe the elaborated sense of time that may be a uniquely human attribute: diachronic thinking (the ability to think about the past and use that information to predict future events) and event ordering (the ability to sequence events in temporal order). Researchers utilize various tasks to measure the…

In the present study, we examined the development of episodic memory and episodic foresight. Three- and 5-year-olds were interviewed individually using a personalised timeline that included photographs of them at different points in their life. After constructing the timeline with the experimenter, each child was asked to discuss a number of…

Normative adult age-related decrements are well documented for many diverse forms of effortful cognitive processing. However, it is currently unclear whether each of these decrements reflects a distinct and independent developmental phenomenon, or, in part, a more global phenomenon. A number of studies have recently been published that show…

Since the 1920s researchers have been studying children's temporal concepts, concluding that the concept of time is complex and difficult to teach children. This research literature review aims to provide a theoretical framework to guide future research about time-related teaching in primary school. After preliminary considerations about the…

This study identified age differences in time-based prospective memory performance in school-aged children and explored possible cognitive correlates of age-related performance. A total of 56 7- to 12-year-olds performed a prospective memory task in which prospective memory accuracy, ongoing task performance, and time monitoring were assessed.…

The tendency of more than 1100 males and females aged 17-92 to daydream about the past, present, and future was determined. Contrary to common belief, no linear relation between age and daydreaming about the past was observed, and all temporal orientations were of near equal strength at all ages. (Author)

Findings of the present inquiry indicate the relevance of cognitive considerations in studies of time perception. (Authors)

Several writers have suggested that changes in temporal perspective during adolescence are largely a consequence of the cognitive acquisitions held to characterize the period (i.e., emergence of formal operations reasoning). To replicate earlier research, which found little association between adolescents' formal operations reasoning and future…

In seven studies, 7300 U.S., 891 Iranian, 534 Indian, and 216 Ghanaese persons aged four to 99 were interviewed regarding their consciousness. There were cross-national differences. (Author)

Examines the duration of visual persistence and the relative processing rate in poor and normal readers. Subjects were 48 males aged 7 to 13 years. (MP)

Describes two experiments that examined the effects of quantity and depth of processing on elementary school children's time perception. (HOD)

This paper reports two experimental studies of the development of time, speed and distance concepts in children. In Experiment I subjects (12 in each of four age groups: 5-, 8-, 11-year-olds, and adults) were asked to judge which of two electric trains on parallel tracks went faster, for the longer distance, or for more time. Subject's knowledge…

Investigated time conceptualizations and delay of gratification capacities of 64 6- to 10-year-olds identified as impulsive or reflective according to performance on Kagan's Matching Familiar Figures Test. They were administered a maintenance of delay of gratification task, a time concept questionnaire, and several measures of temporal perspective…

Examines the implications of temporal separation for children's developmental differences in inferences drawn about an individual's characteristics after observing multiple instances of that individual's behavior. Also tests two competing hypotheses about how young children process information separated in time. (HOD)