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Related Experiment Video

Updated: Jan 2, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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.

The Behavioral and Brain Sciences

|December 13, 2019

Summary

Young children use a temporal updating system to understand time. This develops into temporal reasoning through improved event sequencing, language, memory, and cognitive skills.

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Area of Science:

Cognitive Development
Developmental Psychology
Psycholinguistics

Background:

Young children's understanding of time is crucial for cognitive development.
Existing theories suggest reliance on temporal updating systems in early childhood.

Purpose of the Study:

To investigate the mechanisms underlying the development of temporal understanding in young children.
To explore the transition from temporal updating to temporal reasoning.

Main Methods:

The study examined young children's temporal understanding through observational research.
Analysis focused on representations of event sequences and cognitive competencies.

Main Results:

Evidence supports the view that young children utilize a temporal updating system.
The capacity for temporal reasoning emerges with enhanced event sequence representations.

Conclusions:

The shift to temporal reasoning is facilitated by advancements in event sequencing, language, memory, and cognitive abilities.
This developmental progression is key to a mature understanding of time.