Development of time knowledge in childhood

212

Abstract

Time is an integral part of human life, a necessary source of information for identifying events and their causal relationships, for organizing one’s own activity and its synchronization with other people, for better understanding and more effective interaction with the environment. Understanding one’s past, present and future is at the core of personality development. Therefore, the study of time is an actual field in modern psychology, including develop- mental psychology. This article examines the development of children’s conceptions of time, starting from a primitive sense of time that is characteristic even for newborns, primarily along several lines of development: understanding of duration, discovering the “location” of an event on the timeline, and awareness of oneself as moving or being at some point in time. The development of representations of time is considered in relationship to other aspects of child development, such as cognitive processes and the influence of nurture.

General Information

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110208

For citation: Solodkova A.V. Development of time knowledge in childhood [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 2, pp. 93–100. DOI: 10.17759/jmfp.2022110208. (In Russ., аbstr. in Engl.)

References

  1. Nikolaeva E.I., Vergunov E.G. Chto takoe «Executive function» i ikh razvitie v ontogeneze [Executive functions and their development in ontogenesis] [Elektronnyi resurs]. Teoreticheskaya i eksperimental’naya psikhologiya [Theoretical and experimental psychology], 2017. Vol. 10, no. 2, pp. 62—81. URL: http://www.tepjournal.ru/ru/soderzhanie/2017/tom-10- 2/07 (Accessed 10.06.2022). (In Russ.).

  2. Solodkova A.V. Issledovaniya vospriyatiya vremeni v sovremennoi psikhologii [Study of time perception in modern psychology]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2017. Vol. 6, no. 3, pp. 77—86. DOI:10.17759/jmfp.2017060309 (In Russ.).

  3. Rugani R., Di Giorgio E., Lunghi M., Regolin L., Barba B.D., Vallortigara G., Simion F. A mental number line in human newborns. Developmental science, 2019. Vol. 22, no. 6, 10 p. DOI:10.1111/desc.12801

  4. Allman M., Pelphrey K., Meck W. Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities. Frontiers in Integrative Neuroscience, 2012. Vol. 6, article ID 7, 24 p. DOI:10.3389/ fnint.2012.00007

  5. De Hevia M.D., Veggiotti L., Streri A., Bonn C.D. At birth, humans associate “few” with left and “many” with right. Current Biology, 2017. Vol. 27, no. 24, pp. 3879—3884. DOI:10.1016/j.cub.2017.11.024

  6. Bonn C.D., Cantlon J.F. Spontaneous, modality-general abstraction of a ratio scale. Cognition, 2017. Vol. 169, pp. 36—45. DOI:10.1016/j.cognition.2017.07.012

  7. Boyle A. Remembering events and representing time [Elektronnyi resurs]. Synthese, 2021. Vol. 199, pp. 2505—2524. URL: https://link.springer.com/article/10.1007/s11229-020-02896-6 (Accessed 10.06.2022).

  8. Brannon E.M., Suanda S., Libertus K. Temporal discrimination increases in precision over development and parallels the development of numerosity discrimination. Developmental science, 2007. Vol. 10, no. 6, pp. 770—777. DOI:10.1111/j.1467-7687.2007.00635.x

  9. Comishen K.J., Adler S.A. The development of infants’ expectations for event timing. Timing & Time Perception, 2019. Vol. 7, no. 3, pp. 219—242. DOI:10.1163/22134468-20191148

  10. Gava L., Valenza E., Di Bono M.G., Tosatto C. Discrimination and ordinal judgments of temporal durations at 3 months. Infant Behavior and Development, 2012. Vol. 35, no. 4, pp. 751—760. DOI:10.1016/j.infbeh.2012.05.009

  11. Droit-Volet S. Child and time. Multidisciplinary Aspects of Time and Time Perception: COST TD0904 International Workshop Athens (Greece, October 7—8, 2010). In Vatakis A., Esposito A., Giagkou M., Cummins F., Papadelis G. (eds.), Revised Selected Papers. Berlin Heidelberg: Springer-Verlag, 2011, pp. 151—172.

  12. Gil S., Droit-Volet S. How do emotional facial expressions influence our perception of time? [Elektronnyi resurs]. In Masmoudi S., Yan Dai D., Naceur A. (eds.), Attention, Representation, and Human Performance: Integration of Cognition, Emotion and Motivation. London: Psychology Press, 2012, pp. 61—77. URL: https://books.google.ru/books?id=r8Mr5wL7McoC&lpg=PA51&dq=How%20do%20emotional%20facial%20expressions%20influence%20our%20perception%20 of%20time%3F&lr&hl=ru&pg=PA61#v=onepage&q&f=false (Accessed 10.06.2022).

  13. Gil S., Niedenthal P.M., Droit-Volet S. Anger and temporal perception in children. Emotion, 2007. Vol. 7, no. 1, pp. 219—225. DOI:10.1037/1528-3542.7.1.219

  14. Hallez Q., Droit-Volet S. Identification of an age maturity in time discrimination abilities. Timing & Time Perception, 2021. Vol. 9, no. 1, pp. 67—87. DOI:10.1163/22134468-bja10017

  15. Hamamouche K., Cordes S. Number, time, and space are not singularly represented: Evidence against a common magnitude system beyond early childhood. Psychonomic Bulletin & Review, 2019. Vol. 26, pp. 833—854. DOI:10.3758/s13423-018-1561-3

  16. Hoerl C., McCormack T. Thinking in and about time: A dual systems perspective on temporal cognition. Behavioral and Brain Sciences, 2019. Vol. 42, article ID 76257199, 69 p. DOI:10.1017/S0140525X18002157

  17. Lazaridis M. The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development: From Theoretical and Empirical Perspectives [Elektronnyi resurs]: Monographs of the Society for Research in Child Development, Vol. 78, no. 2. Hoboken: Wiley, 2013. 124 p. URL: https://www.jstor.org/stable/43773564 (Accessed 10.06.2022).

  18. Léonarda C., Geurtena M., Willems S. Talking about the past: A way to stimulate episodic memory development in preschoolers. Brain and Cognition, 2019. Vol. 137, article ID 103653. DOI:10.1016/j.bandc.2019.10.022

  19. McCormack T., Hoerl C. Young children’s reasoning about the order of past events. Journal of Experimental Child Psychology, 2007. Vol. 98, no. 3, pp. 168—183. DOI:10.1016/j.jecp.2007.06.001

  20. McCormack Т., Hoerl С. The Development of Temporal Concepts: Learning to Locate Events in Time. Timing & Time Perception, 2017. Vol. 5, pp. 297—327. DOI:10.1163/22134468-00002094

  21. Montemayor C. Minding Time: a Philosophical and Theoretical Approach to the Psychology of Time [Elektronnyi resurs]. Leiden: BRILL, 2013. 153 p. URL https://books.google.ru/books?id=o403AANTuJ8C&lpg=PP1&hl=ru&pg=PP1#v=onepage&q&f=false (Accessed 10.06.2022).

  22. Odic D. Children’s intuitive sense of number develops independently of their perception of area, density, length, and time. Developmental science, 2018. Vol. 21, no. 2, article ID e12533, 15 p. DOI:10.1111/desc.12533

  23. Portnova G., Rebreikina A., Martynova O. The ages of zone of proximal development for retrospective time assessment and anticipation of time event. Applied Neuropsychology: Child, 2021, 10 p. DOI:10.1080/21622965.2021.1961084

  24. Provasi J., Rattat A.-C., Droit-Volet S. Temporal bisection in 4-month-old infants. Journal of Experimental Psychology Animal Behavior Processes, 2011. Vol. 37, no. 1, pp. 108—113. DOI:10.1037/a0019976

  25. Rattat A.-C., Droit-Volet S. Implicit long-term memory for duration in young children. European Journal of Cognitive Psychology, Taylor & Francis (Routledge), 2007. Vol. 19, no. 2, pp. 271—285. DOI:10.1080/09541440600834647.hal-02053587

  26. Rattat A.-C., Tartas V. Temporal Categorization of Familiar Actions by Children and Adults. Timing & Time Perception, 2017. Vol. 5, no. 1, pp. 61—76. DOI:10.1163/22134468-00002080

  27. De Hevia M.D., Izard V., Coubart A., Spelke E.S., Streri A. Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences of the United States of America, 2014. Vol. 111, no. 13, pp. 4809—4813. DOI:10.1073/pnas.1323628111

  28. Labrell F., Costa H.C., Perdry H., Dellatolas G. The Time Knowledge Questionnaire for children. Heliyon, 2020. Vol. 6, no. 2, 10 p. DOI:10.1016/j.heliyon.2020.e03331

  29. Tillman K.A., Barner D. Learning the language of time: Children’s acquisition of duration words. Cognitive Psychology, 2015. Vol. 78, pp. 57—77. DOI:10.1016/j.cogpsych.2015.03.001

  30. Labrell F., Mikaeloff Y., Perdry H., Dellatolas G. Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills. Journal of Experimental Child Psychology, 2016. Vol. 143, pp. 1—13. DOI:10.1016/j.jecp.2015.10.005

  31. Tillman K.A., Marghetis T., Barner D., Srinivasan M. Today is tomorrow’s yesterday: Children’s acquisition of deictic time words. Cognitive Psychology, 2017. Vol. 92, pp. 87—100. DOI:10.1016/j.cogpsych.2016.10.003

  32. VanMarle K., Wynn K. Six-month-old infants use analog magnitudes to represent duration. Developmental science, 2006. Vol. 9, no. 5, pp. F41—F49. DOI:10.1111/j.1467-7687.2006.00508.x

  33. Vicario C.M. Cognitively controlled timing and executive functions develop in parallel? A glimpse on childhood research. Frontiers in Behavioral Neuroscience, 2013. Vol. 7, article ID 146, 4 p. DOI:10.3389/fnbeh.2013.00146

  34. Walsh V. A theory of magnitude: common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 2003. Vol. 7, no. 11, pp. 483—488. DOI:10.1016/j.tics.2003.09.002

  35. Wang LC., Liu D., Xu Z. Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia. Annals of Dyslexia, 2019. Vol. 69, no. 15, pp. 166—185. DOI:10.1007/s11881-019-00176-8

  36. Wilson A.E., Shanahan E. Temporal comparisons in a social world. In Suls J., Сollins R.L., Wheeler L. (eds.), Social Comparison, Judgment, and Behavior. Oxford: University Press, 2020, pp. 309—344. DOI:10.1093/oso/9780190629113.003.0012

  37. Zélanti P. S., Droit-Volet S. Cognitive abilities explaining age-related changes in time perception of short and long durations. Journal of Experimental Child Psychology, 2011. Vol. 109, no. 2, pp. 143—157. DOI:10.1016/j.jecp.2011.01.003

Information About the Authors

Anna V. Solodkova, PhD Student, Chair of Developmental Psychology, Department of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1162-5693, e-mail: solodkovaa@mail.ru

Metrics

Views

Total: 696
Previous month: 55
Current month: 34

Downloads

Total: 212
Previous month: 3
Current month: 3