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Updated: Jan 2, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
From temporal updating to temporal reasoning: Developments in young children's temporal representations
Estelle M Y Mayhew1, Meng Zhang1, Judith A Hudson1
1Department of Psychology, Rutgers University, Piscataway NJ, 08854. emayhew@psych.rutgers.edumz283@psych.rutgers.edujhudson@psych.rutgers.eduhttps://psych.rutgers.edu/people/faculty/135-estelle-mayhewhttps://psych.rutgers.edu/people/faculty/129-judith-hudson.
Abstract:
Evidence from our research on young children's temporal understanding supports Hoerl & McCormack's view that young children rely on a temporal updating system to change representations over time. We propose that the shift from temporal updating to temporal reasoning is enabled by children's expanding representations of event sequences, along with developments in language, memory, and other cognitive competencies.
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