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Anastasio, R. Julius; Leventhal, Tama – Child Development, 2023
Moving is common during middle childhood, but links between move type and children's development are less well understood. Using nationally-representative, longitudinal data (2010-2016) of [approximately]9900 U.S. kindergarteners (52% boys, 51.48% White, 26.11% Hispanic/Latino, 10.63% Black, 11.78% Asian/Pacific Islander), we conducted…
Descriptors: Kindergarten, Young Children, Children, Relocation
Shalev, Nir; Boettcher, Sage; Wilkinson, Hannah; Scerif, Gaia; Nobre, Anna C. – Child Development, 2022
Children's ability to benefit from spatiotemporal regularities to detect goal-relevant targets was tested in a dynamic, extended context. Young adults and children (from a low-deprivation area school in the United Kingdom; N = 80; 5-6 years; 39 female; ethics approval did not permit individual-level race/ethnicity surveying) completed a dynamic…
Descriptors: Time Perspective, Young Children, Attention, Foreign Countries
Tillman, Katharine A.; Fukuda, Eren; Barner, David – Child Development, 2022
English-speaking adults often recruit a "mental timeline" to represent events from left-to-right (LR), but its developmental origins are debated. Here, we test whether preschoolers prefer ordered linear representations of events and whether they prefer culturally conventional directions. English-speaking adults (n = 85) and 3- to…
Descriptors: Time Perspective, Spatial Ability, Preschool Children, Cultural Differences
Tillman, Katharine A.; Walker, Caren M. – Child Development, 2022
This study explored children's causal reasoning about the past and future. U.S. adults (n = 60) and 3-to-6-year-olds (n = 228) from an urban, middle-class population (49% female; [approximately] 45% white) participated between 2017 and 2019. Participants were told three-step causal stories and asked about the effects of a change to the second…
Descriptors: Time Perspective, Preschool Children, Thinking Skills, Logical Thinking
Jack, Fiona; Simcock, Gabrielle; Hayne, Harlene – Child Development, 2012
This report describes the first prospective study specifically designed to assess children's verbal memory for a unique event 6 years after it occurred. Forty-six 27- to 51-month-old children took part in a unique event and were interviewed about it twice, after 24-hr and 6-year delays. During the 6-year interview, 9 children verbally recalled the…
Descriptors: Memory, Young Children, Interviews, Time Factors (Learning)
Lagattuta, Kristin Hansen – Child Development, 2007
Two studies investigated 3- to 6-year-olds' and adults' (N= 128) knowledge about emotions and behaviors caused by thinking about the future because of the past. Participants listened to stories featuring characters that experienced negative events, and then, many days later, felt worried or changed their behaviors upon seeing an entity associated…
Descriptors: Young Children, Adults, Negative Attitudes, Gender Differences

Friedman, William J. – Child Development, 1991
In this study of the distinction between temporal distance and location, children were asked to judge the relative recency and time of target events that occurred one and seven weeks before testing. All judged recency and localized time of day correctly. Six- and eight- but not four-year olds localized longer time scales. (BC)
Descriptors: Age Differences, Cues, Individual Development, Memory

Ceci, Stephen J.; Bronfenbrenner, Urie – Child Development, 1985
Investigates strategies of 10-year-olds and 14-year-olds in tasks requiring prospective memory. Subjects were instructed to perform activities after waiting 30 minutes. As predicted, strategic time-monitoring occurred more frequently in the home than in the laboratory. Emphasizes the power of the laboratory as a contrasting context for…
Descriptors: Adolescents, Children, Context Effect, Laboratory Experiments
Orbach, Yael; Lamb, Michael E. – Child Development, 2007
Developmental differences in references to temporal attributes of allegedly experienced events were examined in 250 forensic interviews of 4- to 10-year-old alleged victims of sexual abuse. Children's ages, the specific temporal attributes referenced, and the types of memory tapped by the interviewers' questions significantly affected the quantity…
Descriptors: Persuasive Discourse, Recognition (Psychology), Sexual Abuse, Interviews

Hatch, Evelyn – Child Development, 1971
Subjects responded most accurately to sentences representing temporal order and to and then but first" commands than to before/after" commands. (Author)
Descriptors: Comprehension, Data Analysis, Grade 2, Kindergarten Children

Ashton, R. – Child Development, 1976
Two problems that illustrate the importance of timing in human behavior are discussed. The major problem relates to timing in motor skill performance and acquisition. The second problem concerns the child's adaptation to his social milieu. (Author/JH)
Descriptors: Child Development, Early Childhood Education, Infants, Psychomotor Skills

Friedman, William J.; And Others – Child Development, 1995
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…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Cues
Friedman, William J.; Lyon, Thomas D. – Child Development, 2005
In a study of the ability to reconstruct the times of past events, 86 children from 4 to 13 years recalled the times of 2 in-class demonstrations that had occurred 3 months earlier and judged the times of hypothetical events. Many of the abilities needed to reconstruct the times of events were present by 6 years, including the capacity to…
Descriptors: Cues, Children, Age Differences, Time Perspective

Weinreb, Neil; Brainerd, Charles J. – Child Development, 1975
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)
Descriptors: Cognitive Development, Concept Formation, Developmental Tasks, Mathematical Concepts

Levin, Iris; And Others – Child Development, 1978
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)
Descriptors: Age Differences, Concept Formation, Elementary School Students, Preschool Children
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