Production of temporal terms by 3-, 4-, and 5-year-old children

Grant, Janie Busby; Suddendorf, Thomas

doi:10.1016/j.ecresq.2010.05.002

Cited by 66 publications

(51 citation statements)

References 39 publications

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“…For example, in the case of number, infants also begin acquisition with non-linguistic representations of objects and approximate number and quickly recognize that numerals form a class of words that contrast in meaning (Brooks, Audet, & Barner, 2012;Tare, Shatz, & Gilbertson, 2008;Wynn, 1992), despite taking years to learn what these meanings are (see Carey, 2009, for review). Similarly, relatively early in acquisition, children recognize that time words like minute, second, and hour form a lexical class, but take many years to acquire their individual meanings (Busby Grant & Suddendorf, 2011;Shatz et al, 2010). Finally, children produce words that describe emotions from early in development, and understand that they belong to a class of words that describe human sentiment, but nonetheless take years to master their adult-like meanings, and form many interim hypotheses along the way (Widen & Russell, 2003).…”

Section: Discussionmentioning

confidence: 97%

Slow mapping: Color word learning as a gradual inductive process

Wagner¹,

Dobkins²,

Barner³

2013

Cognition

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Section: Discussionmentioning

confidence: 97%

Slow mapping: Color word learning as a gradual inductive process

Wagner¹,

Dobkins²,

Barner³

2013

Cognition

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“…And were asked: When you come back tomorrow, can you show me how you will play the video? We chose "tomorrow" as our future time point because of its increasing use during preschool years (Friedman, 1992;Grant & Suddendorf, 2011;Harner, 1975;Suddendorf, 2010). Characters again appeared in new locations not previously seen.…”

Section: Materials and Proceduresmentioning

confidence: 99%

Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood

Prabhakar

Ghetti

2019

Child Development

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Preschoolers have limited capacity to use past experiences to prepare for the future. Two experiments sought to further understand these limitations. Experiment 1 (N = 42) showed that 3‐ to 4‐year olds’ difficulty performing anticipated future actions was constrained by their memory for relevant past actions, especially those including temporal information. Experiment 2 (N = 94) sought to determine whether preschoolers fail to see that past experiences can inform future‐oriented actions. When the connection between the past and future was experimentally heightened, future thinking accuracy improved, but only if preschoolers remembered past experiences. The results indicate that past recall is a prerequisite for future thinking but failure to bridge past and future further accounts for observed limitations in future thinking in early childhood.

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“…Young children, especially those aged four and under, have considerable trouble understanding and correctly using specific future-oriented terms (Harner, 1975, 1980; Busby Grant and Suddendorf, 2010, 2011). Therefore, informing them that their choice of an item will have an effect when they go to another room in “five minutes” or play a game “tomorrow” (e.g., Russell et al, 2010) would be futile for a large proportion of young children.…”

Section: Introductionmentioning

confidence: 99%

Foresight beyond the very next event: four-year-olds can link past and deferred future episodes

Redshaw¹,

Suddendorf²

2013

Front. Psychol.

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Previous experiments have demonstrated that by 4 years of age children can use information from a past episode to solve a problem for the very next future episode. However, it remained unclear whether 4-year-olds can similarly use such information to solve a problem for a more removed future episode that is not of immediate concern. In the current study we introduced 4-year-olds to problems in one room before taking them to another room and distracting them for 15 min. The children were then offered a choice of items to place into a bucket that was to be taken back to the first room when a 5-min sand-timer had completed a cycle. Across two conceptually distinct domains, the children placed the item that could solve the deferred future problem above chance level. This result demonstrates that by 48 months many children can recall a problem from the past and act in the present to solve that problem for a deferred future episode. We discuss implications for theories about the nature of episodic foresight.

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Production of temporal terms by 3-, 4-, and 5-year-old children

Cited by 66 publications

References 39 publications

Slow mapping: Color word learning as a gradual inductive process

Slow mapping: Color word learning as a gradual inductive process

Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood

Foresight beyond the very next event: four-year-olds can link past and deferred future episodes

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