Differential cognitive development : a neuropsychological approach

Abstract

People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

Psychometric properties of the Children’s Time Awareness Questionnaire (CTAQ): A study on the validity of a Dutch 20-item questionnaire measuring time awareness in children

“…Children's Time Awareness Questionnaire (CTAQ) The items were based on literature of time awareness in children. The subscale CTAQ time estimation includes 11 open-ended questions in which children had to estimate the duration of an event (Hendriksen & Hurks, 2004;Peijnenborgh, 2016;Wassenberg, 2007). There is no exact answer to these questions.…”

“…To score the open-ended questions, all answers that fell between the 5th and 96th percentile (as was done in an adult sample (N ¼ 246) using CTAQ by Wassenberg (2007) and in line with e.g., Bullard et al (2004) were scored as 1 (correct), whereas scores outside this range were scored as 0 (incorrect). The second subscale, CTAQ time words, measures the understanding and ordering of time words, based on 8 items asking participants to compare two time words and to indicate which word refers to the longest time interval.…”

“…We consider these analyses to be explorative: Currently, no studies exist into the association between cognitive measures and separate constructs measured by CTAQ subscales. The subscales each measure a different aspect of time awareness, however for both cognitive functions, such as verbal abilities and working memory, are believed to be needed (in line with e.g., Wassenberg, 2007 and(Brenner et al, 2015). The influence of these cognitive functions may differ for each CTAQ subscale.…”

“…Thus far, no data were available on the psychometric properties of the CTAQ subscales time estimation and time words for children aged 4-8. In a previous study, CTAQ was applied to investigate differential development of time awareness, including children from the age of 5 and adults (Wassenberg, 2007). Significant correlations between the time estimation questions of CTAQ and the time estimation questions of the Biber Cognitive Estimation Test (BCET) were found (Bullard et al, 2004) in 150 typically developing children (aged five to eleven, q ¼ .43, p < .001) and in a group of 82 children with and without ADHD (both groups N ¼ 41, aged six to twelve, q ¼ 0.52, p < .001).…”