Developments in diachronic thinking, temporal cognition, and episodic memory in 5- to 10 year old children
Item
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Title
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Developments in diachronic thinking, temporal cognition, and episodic memory in 5- to 10 year old children
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Identifier
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d_2009_2013:bd421ffb12ba:10639
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identifier
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10815
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Creator
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Moore, Brandy,
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Contributor
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Patricia J. Brooks
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Cognitive psychology | Developmental psychology | Diachronic Thinking | Episodic Memory | Temporal Cognition
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Abstract
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The current study investigated the relationship between developments in diachronic thinking, temporal cognition, and episodic memory. Children (n=90, 5;0-10;10) divided into younger (i.e., ages 5, 6, and 7) (n=44, M age = 6;7) and older (i.e., ages 8, 9, and 10) (n=46, M = 9;5) groups completed a battery of tasks evaluating different components of diachronic thinking (tendency, transformation, and synthesis), temporal cognition (forward, backward, and relative ordering of events; using space to conceptualize distances in time, labeling time concepts), and episodic memory. We evaluated the extent to which these measures were inter-correlated and related to measures of nonverbal and verbal intelligence evaluated factors underlying diachronic thinking, temporal cognition, and episodic memory, with a principal-components analysis yielding two factors. The first factor was positively associated with all measures, including verbal and nonverbal intelligence. The second factor was positively related to measures of diachronic thinking, but negatively related to episodic memory and most measures of temporal cognition. This second factor most strongly distinguished performance on the synthesis and labeling time concepts tasks, and was independent of age and verbal and nonverbal intelligence. Regression analysis showed children's ability to label time concepts to be predictive of performance on all other temporal cognition tasks, over and above the effects of verbal and nonverbal intelligence. Synthesis, a measure of diachronic thinking, was predictive only of measures of temporal ordering. Episodic memory was strongly predicted by verbal intelligence, and marginally by labeling of temporal concepts. Episodic memory failed to predict performance on any of the diachronic thinking and temporal cognition tasks over and above the effects of verbal and nonverbal intelligence. Thus, it appears that the multiple measures of time travel ability in children tap into somewhat different ways of keeping track of time. The results provide support for the view that diachronic thinking and temporal cognition are overlapping, but distinct abilities, with the latter more closely related to developments in episodic memory.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
