Reference time in child English and Polish

Pawlak, Aleksandra; Oehlrich, Jessica S.; Weist, Richard M.

doi:10.1177/0142723706059447

Cited by 35 publications

(18 citation statements)

References 14 publications

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“…Children aged two to three years learn to use temporal adverbs, such as 'now' , 'already' , 'later' , 'when' , and 'soon' (Weist, 2014;Weist & Buczowska 1987;Weist & Zevenbergen, 2008). They will also use terms such as 'yesterday' and 'tomorrow' (Pawlak et al, 2006;Weist & Buczowska 1987), although not necessarily accurately. One important issue is whether this indicates that children are using these terms to single out points in time per se, rather than events.…”

Section: Stage (B): Event-based Time (2-3 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 (B): Event-based Time (2-3 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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“…At this phase of development, children demonstrate the capacity to establish reference time at a remote location (i.e., away from speech time), and then, they relate the primary event in the utterance to the reference time interval. In order to capture this developmental process, Pawlak, Oehlrich, and Weist (2006) investigated the naturalistic observations of six children acquiring English and six children acquiring Polish in the age range from 1;6 to 5;0 (i.e., the same children who participated in Weist et al, 2004). The 2004 study focused on the ET system, and the 2006 study was focused on the emergence of the RT system.…”

Section: The Emerging Reference Time (Rt) Systemmentioning

confidence: 99%

“…The 2004 study focused on the ET system, and the 2006 study was focused on the emergence of the RT system. Pawlak et al (2006) traced the emergence of the seven terms shown in Table 2, and she derived the following two dependent measures: 1) the age on the initial correct occurrence of each target term (see Table 2), and 2) the age on the initial correct occurrence of three contrasting temporal constructions as follows: a) when / jak versus then / potem, b) before / przed versus after / po, and c) any two of the three deictic adverbs. Summing across the target terms for the 6 children acquiring one of the languages, the average age of the initial correct occurrence was 2;11 for English and 2;10 for Polish.…”

Section: The Emerging Reference Time (Rt) Systemmentioning

confidence: 99%

“…In their analysis of the "cyclic" set of adverbs, Weist and Buczowska (1987) and Pawlak et al (2006) both found that children produce tense-adverb deictic incongruities during acquisition. Table 2 represent the initial correct occurrence of the cyclic adverbs (i.e., tense -reference day coordinated) taken from the Pawlak et al (2006) study.…”

Section: The Emerging Reference Time (Rt) Systemmentioning

confidence: 99%

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Developing Temporal Systems

Weist

2014

Psychology of Language and Communication

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This paper reviews a body of research that reveals how children acquire the capacity to express the temporal location of episodes that they remember and those they anticipate for the future. The paper shows how the child's knowledge of language structure provides a window on the conceptual development of memory processes and the capacity for conceptual time travel away from the conversational context of the speech act.

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“…Young children do not yet know about the custom of recounting events in their usual script order of occurrence, nor do they clearly understand the meaning of temporal adverbs or calendric reference. Studies that have directly compared the acquisition of different systems of marking temporality report morphological means of temporal reference preceding the use of temporal adverbials in children's speech (e.g., Pawlak, Oehlrich, & Weist, 2006) with comprehension studies suggesting that 3‐year‐olds are able to distinguish minimal tense‐aspect morphological contrasts but not contrasts between lexical forms such as when/then, before/after (Weist, Atanassova, Wysocka, & Pawlak, 1999) and that 2‐year‐olds can differentiate past and present tense on the basis of the auxiliaries will and did , copula be , and progressive but are not aided by the inclusion of temporal adverbials (Valian, 2006). Older learners, however, as a result of their L1 experience, do know these things.…”

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confidence: 99%

Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

Ellis

2008

Language Learning

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He had complimented me on how I spoke Italian, and we talked together very easily. One day I had said that Italian seemed such an easy language to me that I could not take a great interest in it; everything was so easy to say. "Ah, yes," the major said. "Why, then, do you not take up the use of grammar?" So we took up the use of grammar, and soon Italian was such a difficult language that I was afraid to talk to him until I had the grammar straight in my mind. (Hemingway, 1927) McCormack and Hoerl's state of the art review of the development of temporal concepts from the end of infancy to the end of the fifth year shows that young children's conception of time is quite different from that of adults. Adults and 5-year-old children can construe an event from a range of temporal perspectives and can describe it from a variety of reference times (RTs) that may not coincide with the time of the event itself (ET) or with the time of speaking (ST). Younger children are incapable of such temporal decentring. Two-year-olds' use of tense suggests that although they do understand that events can occur before now (as in I ate) or after now (I will eat), thus coordinating ET and ST, the complexities of ST > ET > RT (I will have eaten) or ET > RT > ST (I had eaten) demand additional sophistications. The developmental progression is that RT is first freed from the here-and-now of ST to permit an additional perspective from ET (e.g., I was eating), and eventually it is loosed from ET too. These milestones mark the slow realization of abstract abilities of perspectivetaking, rather than perspective-switching, and demonstrate the appreciation of

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Reference time in child English and Polish

Cited by 35 publications

References 14 publications

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

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

Developing Temporal Systems

Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

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