Young children’s reasoning about the order of past events

McCormack, Teresa; Hoerl, Christoph

doi:10.1016/j.jecp.2007.06.001

Cited by 41 publications

(40 citation statements)

References 41 publications

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“…In one study (McCormack & Hoerl, 2007), children were told that two boy dolls always acted in a specific order. The boys then went into a room in a dolls' house that had a red cupboard and a blue cupboard and the door was closed so that children could not see the subsequent events.…”

Section: Stage (C): Linear Event-independent Time (4-5 Years)mentioning

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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Section: Stage (C): Linear Event-independent Time (4-5 Years)mentioning

confidence: 99%

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

McCormack¹,

Hoerl

2017

Timing &Amp; Time Perception

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“…Typically developing children pass the task at around 4 years of age (Povinelli et al, 1996;Suddendorf, 1999;Zelazo, Sommerville, & Nichols, 1999), during the same developmental period in which metarepresentation (Perner, 1991) and an understanding of the causal arrow of time (Povinelli et al, 1999;McCormack & Hoerl, 2007) emerges. During the DSR task, children are also asked to name their video image.…”

mentioning

confidence: 99%

Delayed Self-recognition in Children with Autism Spectrum Disorder

Lind

Bowler

2008

J Autism Dev Disord

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“…This also implies that some components of episodic memory (e.g., the 'when' aspect) may be late developmental achievements (McCormack & Hoerl, 1999). Recent evidence is in accordance with this claim (Hayne & Imuta, 2011;McCormack & Hoerl, 2007). For example, in a hide-and-seek task 3-year-old children were able to recall in what room ('where') three toys ('what') had been hidden, but unlike their 4-year-old peers, the 3-year-olds had difficulties recalling the order ('when') in which the objects had been hidden (Hayne & Imuta, 2011).…”

Section: This Is An Author's Accepted Manuscript Of An Article Publismentioning

confidence: 74%

“…In this regard it seems mandatory to carefully consider the relative weight of each of the w-dimensions and how they come into play developmentally. First, there seems to be no doubt that the when-aspect comes in place relatively late in development (e.g., Hayne & Imuta, 2011;McCormack & Hoerl, 2007) -this is especially the case if we are talking about a full blown understanding of the when-aspect where the subject indeed is capable of deciding when a given episode took place. The understanding of time requires not only a fairly mature cognitive system but also considerable culturally inherited tools like semantic knowledge on time concepts, seasons, and calendars (e.g., Friedman, 2005).…”

Section: This Is An Author's Accepted Manuscript Of An Article Publismentioning

confidence: 99%

On the development of episodic memory: Two basic questions

et al. 2013

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In this focused review we present and discuss two basic questions related to the early development of episodic memory in children: (1) "What is an episode?", and (2) "How do preverbal children recall a specific episode of a recurring event?" First, a brief introduction to episodic memory is outlined. We argue in favor of employing a definition of episodic memory allowing us to investigate the development of episodic memory by purely behavioral measures. Second, research related to each of the two questions are presented and discussed, at first separately, and subsequently together. We argue and attempt to demonstrate, that pursuing answers to both questions is of crucial importance -both conceptually and methodologically -if we are ever to understand the early development of episodic memory.3

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Young children’s reasoning about the order of past events

Cited by 41 publications

References 41 publications

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

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

Delayed Self-recognition in Children with Autism Spectrum Disorder

On the development of episodic memory: Two basic questions

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