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Updated: Jun 3, 2026
06:34
Infant Auditory Processing and Event-related Brain Oscillations
Published on: July 1, 2015
The development of temporal coordination in children.
1Department of Psychology and Sociology, B-202 Root Hall, Indiana State University, Terre Haute, IN 47809, United States. jacqueline.shin@indstate.edu
Brain and Cognition
|April 6, 2011
Summary
Children aged 6-13 show developing temporal learning, improving with age. This learning of timing patterns in actions is linked to maturing executive functions and faster processing speeds.
Area of Science:
- Cognitive Psychology
- Developmental Neuroscience
Background:
- Temporal learning involves integrating timing information with action sequences.
- This ability is crucial for various cognitive functions and motor skills.
Purpose of the Study:
- To investigate the development of temporal learning in elementary-school-aged children.
- To examine the relationship between temporal learning, executive function, and processing speed.
Main Methods:
- A serial response time task was used with children (6-13 years) and adults.
- Integrative learning was assessed by performance changes during sequence phase-shifting.
- Executive function was measured using the Wisconsin Card Sorting Test (WCST).
Main Results:
- Temporal learning improved with age in children, showing continued development.
- Executive function (WCST) and response speed also increased with age.
- WCST performance and response speed predicted the degree of temporal learning.
Conclusions:
- Temporal learning continues to develop through pre-adolescence.
- Maturing executive function and processing speed are important factors in acquiring temporal action patterns.
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