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From temporal updating to temporal reasoning: Developments in young children's temporal representations

Published online by Cambridge University Press:  12 December 2019

Estelle M. Y. Mayhew ,
Meng Zhang  and
Judith A. Hudson Open the ORCID record for Judith A. Hudson [Opens in a new window]
Estelle M. Y. Mayhew
Affiliation:
Department of Psychology, Rutgers University, Piscataway NJ, 08854. [email protected]@[email protected]://psych.rutgers.edu/people/faculty/135-estelle-mayhewhttps://psych.rutgers.edu/people/faculty/129-judith-hudson
Meng Zhang
Affiliation:
Department of Psychology, Rutgers University, Piscataway NJ, 08854. [email protected]@[email protected]://psych.rutgers.edu/people/faculty/135-estelle-mayhewhttps://psych.rutgers.edu/people/faculty/129-judith-hudson
Judith A. Hudson
Affiliation:
Department of Psychology, Rutgers University, Piscataway NJ, 08854. [email protected]@[email protected]://psych.rutgers.edu/people/faculty/135-estelle-mayhewhttps://psych.rutgers.edu/people/faculty/129-judith-hudson
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Abstract

Evidence from our research on young children's temporal understanding supports Hoerl & McCormack's view that young children rely on a temporal updating system to change representations over time. We propose that the shift from temporal updating to temporal reasoning is enabled by children's expanding representations of event sequences, along with developments in language, memory, and other cognitive competencies.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 42 , 2019 , e263
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Copyright
Copyright © Cambridge University Press 2019

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References

Mayhew, E. M. Y. (2018) When do preschool teachers use time talk, and to what effect? In Hudson, J. A. (Chair), What do young children know about time and how do they come to know it? Symposium presented at PINA Conference, October 2018, Potsdam, Germany.Google Scholar
Mayhew, E. M. Y. & Hudson, J. A. (2017) Sequencing events in a preschool day: Effects of age and pattern reasoning. Paper presented at the meetings of the Cognitive Development Society, October 2017, Portland, OR.Google Scholar
McCormack, T. & Hoerl, C. (2017) The development of temporal concepts: Learning to locate events in time. Timing & Time Perception 5(3–4):297–327. doi:10.1163/22134468-00002094.CrossRefGoogle Scholar
Zhang, M. (2019) Representing and reasoning about time in young children. Unpublished doctoral dissertation. Rutgers University.Google Scholar
Zhang, M. & Hudson, J. A. (2018a). Children's understanding of yesterday and tomorrow. Journal of Experimental Child Psychology 170:107–33.CrossRefGoogle Scholar
Zhang, M. & Hudson, J. A. (2018b). Understanding of “yesterday” and “tomorrow” in English- and Mandarin-Speaking children. In: What do young children know about time and how do they come to know it? Hudson, J. A. (Chair), Symposium presented at PINA Conference, October 2018, Potsdam, Germany.Google Scholar