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Scripts or scraps: reconsidering the development of sequential understanding.

P J Bauer1, D J Thal

  • 1Institute of Child Development, University of Minnesota, Minneapolis 55455-0345.

Journal of Experimental Child Psychology
|October 1, 1990
PubMed
Summary
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Young children can recall event sequences in order, but may struggle with reversed or unfamiliar orders. This suggests temporal organization is learned early, not imposed later.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Child Development

Background:

  • Research indicates children under two can recall temporally ordered events.
  • Previous findings suggest complex ordering abilities develop later than simple recall.
  • Early temporal ordering has been linked to event familiarity rather than general principles.

Purpose of the Study:

  • To investigate the role of familiarity versus general temporal principles in early event sequencing.
  • To assess 21-month-olds' recall of familiar and novel event sequences in different orders.

Main Methods:

  • Utilized elicited imitation to test 21-month-old children's memory.
  • Assessed recall of four sequence types: familiar-canonical, familiar-reversed, novel-causal, and novel-arbitrary.

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Main Results:

  • Children successfully reproduced canonical and novel sequences in the modeled order.
  • Recall of reversed sequences showed vacillation between modeled and canonical orders.
  • Performance suggests temporal organization is integral to event representation from the start.

Conclusions:

  • Young children's temporal organization is not imposed on unordered representations but is part of their initial construction.
  • Difficulties with reversed sequences may stem from resistance to reorganizing existing representations, not a lack of temporal principles.