Developmental Differences in the Ability to Provide Temporal Information About Repeated Events. Issue 3 (10th March 2015)

• Record Type: Journal Article
• Authors: Roberts, Kim P.; Brubacher, Sonja P.; Drohan‐Jennings, Donna; Glisic, Una; Powell, Martine B.; Friedman, William J.
• Is Part Of: Applied cognitive psychology. Volume 29:Issue 3(2015)
• Page Start: 407
• Page End: 417
• Publication Date: 2015-03-10
• Subjects: Cognition -- Periodicals; Psychology, Applied -- Periodicals; 153
• DOI: 10.1002/acp.3118
• Languages: English
• ISSNs: 0888-4080

Abstract

<abstract abstract-type="main"> <title>Summary</title> <p>Children (n = 372) aged 4–8 years participated in one or four occurrences of a similar event and were interviewed 1 week later. Compared with 85% of children who participated once, less than 25% with repeated experience gave the exact number of times they participated, although all knew they participated more than once. Children with repeated experience were asked additional temporal questions, and there were clear developmental differences. Older children were more able than younger children to judge relative order and temporal position of the four occurrences. They also demonstrated improved temporal memory for the first and last relative to the middle occurrences, while younger children did so only for the first. This is the first systematic demonstration of children's memory for temporal information after a repeated event. We discuss implications for theories of temporal memory development and the practical implications of asking children to provide temporal information. Copyright © 2015 John Wiley &amp; Sons, Ltd.</p> </abstract>