On the Understanding of the Relationships between Speed, Duration, and Distance

Children’s understanding of market forces

“…The authors attribute the difficulties encountered to two general factors (a) direct links between causes and effects are understood before indirect ones, (b) positive correlations between causes and effects are understood before negative ones. The latter effect is also known as the ''more is more'' effect (Acredolo, Adams, & Schmid, 1984;Levin, 1979;Levin & Gilat, 1983), which consists in postulating that two related variables will vary in the same direction. Siegler and Thompson found, in particular, that pre-schoolers predict that more sellers would lead to more sales by each.…”

Development of concepts of interrelationships among duration, distance, and speed

“…This phase was most common among the 4-year-olds. From these ndings, it seems that the rst relational knowledge among duration, distance, and speed is ''more-ismore'' between two variables, as suggested by Levin (1982) and Acredolo et al (1984) and is rather implicit. The ''moreis-more'' representation has been observed in various other domains in young children (e.g., Levin & Gilat, 1983;Matsuda, 1989;Pufall & Shaw, 1972;Smith, Carey, & Wiser, 1985).…”

“…Since Piaget's (1946a,b) experimental studies, children's informal understanding of these interrelationships has been investigated by many researchers (Acredolo, 1989;Acredolo, Adams, & Schmid, 1984;Cre  pault, 1978aCre  pault, ,b, 1979aCre  pault, ,b, 1980Cre  pault, , 1989Matsuda, 1994;Montangero, 1977Montangero, , 1979Wilkening, 1981Wilkening, , 1982. However, almost all the investigations, including Piaget's, had a common limitation, that is, there was no comparability among representations of the three concepts (Matsuda, 1994).…”

Swazi Children's Understanding of Time Concepts: A Piagetian Study

“…The relative difficulty in making correct duration judgements in linear movement tasks has been noted previously (Acredolo, Adams, & Schmid, 1984;Acredolo & Schmid, 1980;Levin, Gilat, & Zelniker, 1980;Siegler & Richards, 1979) and has gained support from the cross-cultural evidence presented by Dempsey (1971) and Bentley (1986). Levin (1982) suggested that the salience of speed and distance cues in linear movement problems, such as the racing cars task, tends to dominate children's attention at the expense of the less salient, but relevant, starting and stopping times of the two events.…”

“…Recent research on the development of children's understanding of time concepts have provided tentative support for the Piagetian approach, both in terms of the age of acquisition and the reasoning strategies used (Acredolo, Adams, & Schmid, 1984;Friedman, 1982;Richards, 1982). Subjects from non-Western cultures, however, seem to experience considerable difficulty in the acquisition of operational time concepts (Bovet, 1974;Dempsey, 1971;Lewis & Mulford, 1974).…”