Conceptions of time in children treated for malignant cerebellar tumours

Journal of Experimental Child Psychology

Mikaeloff

Perdry

et al. 2016

Self Cite

Acquisition of time knowledge (TK; the correct representation and use of time units) is linked to the development of numerical abilities, but this relationship has not been investigated in children. The current study examined the acquisition of TK and its association with numerical skills. A total of 105 children aged 6 to 11 years were interviewed with our Time Knowledge Questionnaire (TKQ), developed for purposes of this study, and the Zareki-R, a battery for the evaluation of number processing and mental calculation. The TKQ assessed conventional time knowledge (temporal orientation, temporal sequences, relationships between time units, and telling the time on a clock), estimation of longer durations related to birthday and life span, and estimation of the duration of the interview. Time knowledge increased with age, especially from 6 to 8 years, and was strongly linked to numerical skills. Regression analyses showed that four numerical components were implicated in TK: academic knowledge of numbers and number facts (e.g., reading Arabic numerals, mental calculation), number line estimation (e.g., correspondence between a number and a distance), contextual estimation (e.g., many/few leaves on a tree, children in a family), and numerical tasks involving verbal working memory (e.g., comparison of numbers presented orally). Numerical correlations with TK varied according to children's age; subtests based on academic knowledge of numbers, working memory, and number line estimation were linked with TK in the younger children, but only contextual estimation was associated with TK in the older children.

Section: Evaluation Of Tk: Previous and New Componentsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills

Journal of Experimental Child Psychology

Mikaeloff

Perdry

et al. 2016

Self Cite

“…during the night you are likely to sleep 4 hours, 18 hours, or 10 hours?) (Labrell, Kieffer, Grill, & Dellatolas, 2014). The tumor group showed more difficulty correctly judging the duration of daily activities.…”

Section: Cognitive and Time-related Investigations In Children Treatementioning

confidence: 95%

Time knowledge difficulties following treatment for malignant cerebellar tumors

Câmara-Costa

Kieffer

et al. 2017

Child Neuropsychology

Self Cite

In children treated for malignant cerebellar tumors, there are only a few studies investigating temporal skills, despite the role of the cerebellum in time processing being generally acknowledged. Children's time knowledge has been defined as the correct representation and use of familiar time units. The present study compares time knowledge in 38 children treated for malignant cerebellar tumors (mean age 11.6 years) with 105 typically-developing (TD) children. The performances on all time knowledge subtests were significantly lower in the tumor group. The results also confirm a lower mean IQ in the children treated for cerebellar tumors, related to slower processing speed and poorer performance on working memory and non-verbal tasks. However, the lower IQ does not explain the considerable difficulties in the acquisition of time knowledge. These results are discussed in the light of the role of the cerebellum in time processing and in the context of two different models of temporal processing: the internal clock model and the neural network state model.

“…The cerebellum has been implicated in time processing (Ivry and Keele, 1989), especially for short durations (Harrington et al, 2004). The estimation of the duration of daily activities has been shown to be less accurate among children with cerebellar tumors than among controls (Labrell et al, 2014;Labrell et al, 2017).…”

Section: Potential Sources Of Developmental Changes In Time Processingmentioning

confidence: 99%

The Time Knowledge Questionnaire for children

Câmara-Costa

Perdry

et al. 2020

Heliyon

Based on a definition of time knowledge as the correct representation and use of the various time units, a validated questionnaire, the Time Knowledge Questionnaire (TKQ) has been developed with norms for typically developing children aged 6-11 years. The TKQ is a relatively short (10-45 min) and innovative tool, comprising 25 questions broken down into 7 categories. The TKQ has good internal consistency. A total score and two summary scores are provided, assessing conventional time and estimative time respectively. A clinical application of the tool was shown to be of interest for children with disorders or disabilities.