Distinct developmental trajectories for explicit and implicit timing

Droit‐Volet, Sylvie; Coull, Jennifer T.

doi:10.1016/j.jecp.2016.05.010

Cited by 61 publications

(73 citation statements)

References 39 publications

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“…As in Experiment 1, the effect of age was significant for all three neuropsychological scores (all p < 0.05), with scores increasing with age (Table 1). This result replicates that found in numerous developmental studies showing that temporal sensitivity depends on general cognitive capacity (Zélanti & Droit-Volet, 2011;Droit-Volet & Coull, 2016). Specifically, the higher the motor ability or memory capacity, the higher the temporal precision.…”

Section: Correlations With Neuropsychological Scoressupporting

confidence: 90%

“…Specifically, the higher the motor ability or memory capacity, the higher the temporal precision. This result replicates that found in numerous developmental studies showing that temporal sensitivity depends on general cognitive capacity (Zélanti & Droit-Volet, 2011;Droit-Volet & Coull, 2016). More interestingly, however, peak time (which the ANOVA had shown to vary as a function of learning condition) was correlated significantly with both motor ability and short-term memory capacity in the visual learning condition but, crucially, not that in sensorimotor condition.…”

Section: Correlations With Neuropsychological Scoressupporting

confidence: 89%

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The beneficial effect of synchronized action on motor and perceptual timing in children

Monier

Droit‐Volet

Coull

2019

Developmental Science

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We examined the role of action in motor and perceptual timing across development. Adults and children aged 5 or 8 years old learned the duration of a rhythmic interval with or without concurrent action. We compared the effects of sensorimotor versus visual learning on subsequent timing behaviour in three different tasks: rhythm reproduction (Experiment 1), rhythm discrimination (Experiment 2) and interval discrimination (Experiment 3). Sensorimotor learning consisted of sensorimotor synchronization (tapping) to an isochronous visual rhythmic stimulus (ISI = 800 ms), whereas visual learning consisted of simply observing this rhythmic stimulus. Results confirmed our hypothesis that synchronized action during learning systematically benefitted subsequent timing performance, particularly for younger children. Action‐related improvements in accuracy were observed for both motor and perceptual timing in 5 years olds and for perceptual timing in the two older age groups. Benefits on perceptual timing tasks indicate that action shapes the cognitive representation of interval duration. Moreover, correlations with neuropsychological scores indicated that while timing performance in the visual learning condition depended on motor and memory capacity, sensorimotor learning facilitated an accurate representation of time independently of individual differences in motor and memory skill. Overall, our findings support the idea that action helps children to construct an independent and flexible representation of time, which leads to coupled sensorimotor coding for action and time.

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Section: Correlations With Neuropsychological Scoressupporting

confidence: 90%

Section: Correlations With Neuropsychological Scoressupporting

confidence: 89%

The beneficial effect of synchronized action on motor and perceptual timing in children

Monier

Droit‐Volet

Coull

2019

Developmental Science

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“…Droit-Volet and Rattat (1999) trained three-and five-year-olds to make a cartoon picture appear by pressing a rubber squeezer for 5s; children of both age groups were able to learn to do this, consistent with other studies suggesting that three-year-olds can appropriately adjust their actions to demonstrate sensitivity to event duration (Droit-Volet & Coull, 2016;Rattat & Droit-Volet, 2007). They then used a transfer task in which children had to perform a different action but of the same duration of 5 s in order to see the cartoon picture.…”

Section: A Single Process or Multiple Ones?supporting

confidence: 78%

“…It has therefore been argued that there must be more basic aspects of the mature notion of time that this approach neglects (Levin, 1982(Levin, , 1992Weist, 1989;Wilkening, 1982). Moreover, the idea that we can measure children's notion of time primarily by looking at the accuracy of their duration judgments, as is assumed in the Piagetian approach, also faces the problem that even the duration judgments of adults can be affected by irrelevant stimulus dimensions (see Matthews & Meck, 2016, for a recent review), whilst, at the same time, even relatively young children can make some judgments of duration, arguably without relying on the sort of complex inferential processes highlighted within the Piagetian tradition (Droit-Volet, 2002, 2013Droit-Volet & Coull, 2016). Weist (1989) has spoken of a Piagetian void' that this approach leaves, even setting aside other problems it faces, because it has little to say about early childhood.…”

Section: Time As a Dimension: Processing Durationmentioning

confidence: 99%

The Development of Temporal Concepts: Learning to Locate Events in Time

McCormack¹,

Hoerl

2017

Timing &Amp; Time Perception

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A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged two to three years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the future or in the past is something that changes as time passes and varies with temporal perspective. Around four to five years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system.

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“…To predict the moment at which the target is expected to appear, the moment of interval onset must be held in working memory and continuously compared to the currently elapsing time until the critical (predicted) time is reached. Children’s timing abilities are known to correlate strongly with mnemonic and attentional capacity ( Zélanti and Droit-Volet, 2011 , 2012 ; Droit-Volet, 2013 , 2016 ; Droit-Volet and Zélanti, 2013a , b ; Droit-Volet and Coull, 2016 ) and, as compared to adults, their temporal sensitivity is disproportionally perturbed when their memory of the reference duration is deliberately degraded ( Delgado and Droit-Volet, 2007 ). Therefore, the repeated, sequential presentation of the temporal cue in our study may have provided a robust temporal scaffold to counteract the additional cognitive demands of the temporal task.…”

Section: Discussionmentioning

confidence: 99%

Isochronous Sequential Presentation Helps Children Orient Their Attention in Time

et al. 2016

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Knowing when an event is likely to occur allows attentional resources to be oriented toward that moment in time, enhancing processing of the event. We previously found that children (mean age 11 years) are unable to use endogenous temporal cues to orient attention in time, despite being able to use endogenous spatial cues (arrows) to orient attention in space. Arrow cues, however, may have proved beneficial by engaging exogenous (automatic), as well as endogenous (voluntary), orienting mechanisms. We therefore conducted two studies in which the exogenous properties of visual temporal cues were increased, to examine whether this helped children orient their attention in time. In the first study, the location of an imperative target was predicted by the direction of a left or right spatial arrow cue while its onset was predicted by the relative duration of a short or long temporal cue. To minimize the influence of rhythmic entrainment in the temporal condition, the foreperiod (500 ms/1100 ms) was deliberately chosen so as not to precisely match the duration of the temporal cue (100 ms/400 ms). Targets appeared either at cued locations/onset times (valid trials) or at unexpected locations/onset times (invalid trials). Adults’ response times were significantly slower for invalid versus valid trials, in both spatial and temporal domains. Despite being slowed by invalid spatial cues, children (mean age 10.7 years) were unperturbed by invalid temporal cues, suggesting that these duration-based temporal cues did not help them orient attention in time. In the second study, we enhanced the exogenous properties of temporal cues further, by presenting multiple temporal cues in an isochronous (rhythmic) sequence. Again, to minimize automatic entrainment, target onset did not match the isochronous interval. Children (mean age 11.4 years), as well as adults, were now significantly slowed by invalid cues in both the temporal and spatial dimension. The sequential, as opposed to single, presentation of temporal cues therefore helped children to orient their attention in time. We suggest that the exogenous properties of sequential presentation provide a temporal scaffold that supports the additional attentional and mnemonic requirements of temporal, as compared to spatial, processing.

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Distinct developmental trajectories for explicit and implicit timing

Cited by 61 publications

References 39 publications

The beneficial effect of synchronized action on motor and perceptual timing in children

The beneficial effect of synchronized action on motor and perceptual timing in children

The Development of Temporal Concepts: Learning to Locate Events in Time

Isochronous Sequential Presentation Helps Children Orient Their Attention in Time

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