Le transfert d'un apprentissage de durée d'action chez le jeune enfant : l'effet facilitateur de la variété des actions ?

Implicit long-term memory for duration in young children

“…Knowledge for duration is known to develop across childhood, and more IMPLICIT MEMORY FOR DURATION IN CHILDREN 273 particularly between the age of 3 and 5 years (for reviews, see Droit-Volet, 2000;Droit-Volet, Delgado, & Rattat, 2005). More precisely, our previous studies consistently described, during this age range, the passage from an implicit procedural duration knowledge, which is a knowledge of the duration associated with a specific action that the children have repeatedly experienced, to an explicit knowledge of time (Droit, 1995;Droit-Volet, 1998;Droit-Volet & Rattat, 1999;Rattat & Droit-Volet, 2002). In contrast to 5-years-olds, 3-year-olds failed to transfer the duration learned by imitation with an action to another action.…”

“…The children's task was to produce the target response duration of 5 s. As in previous studies using a similar experimental procedure (Droit-Volet & Rattat, 1999;Rattat & Droit-Volet, 2002), when the response duration was between 4 and 6 s, they obtained the smiling clown, and when it was less than 4 s or more than or equal to 6 s, the frowning clown. Moreover, the frowning clown interrupted the response duration when it reached 13 s.…”

“…In line with Lewis and Miall (2003), and in order to examine an implicit memory for duration, the 3-and 5-year-olds were trained on several sessions to produce an action in temporal synchronisation with the experimenter's action (see Droit-Volet & Rattat, 1999;Rattat & Droit-Volet, 2002). Since the duration would be automatically encoded with its action (Michon, 1990), we can supposed that, in these conditions, it would be the action associated with its duration that the young children learning, rather than the duration itself.…”

Bidirectional interference between timing and concurrent memory processing in children

“…Children's responses in the temporal reproduction task were converted into two usual measures for analysis, namely the mean response duration and the coefficient of variation (e.g., Droit-Volet & Rattat, 1999;Rattat & Droit-Volet, 2002;Ulbrich, Churan, Fink, & Wittmann, 2007). Fig.…”

Time, Emotion and the Embodiment of Timing

“…This is clearly illustrated in the primitive temporal judgments of preschool children, who are not yet able to conceptualize time as a continuous and uniform dimension allowing them to measure all events independently of their characteristics (see Droit-Volet, 2011). For example, before the age of 6 years, young children do not understand that the duration learned for one particular action can be transferred to another new action (Droit-Volet & Rattat, 1999;Rattat & Droit-Volet, 2002). For them, time is 'multiple'.…”