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Perception and allocation of time by dyslexic children
1Department of Education, University of California, Los Angeles 90024.
Perceptual and Motor Skills
|October 1, 1993
Summary
Dyslexic children, compared to their neurotypical peers, exhibit distinct time perception and allocation patterns. They tend to be more outer- and inner-directed, viewing time as interconnected past, present, and future events.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Individual time perception and allocation are linked to behavior.
- Dyslexic children possess unique information-processing styles.
- Understanding these differences is crucial for educational and parental support.
Purpose of the Study:
- To investigate time perception and allocation in dyslexic children.
- To compare these aspects between dyslexic and normal children aged 10-17.
- To differentiate from studies on cognitive time understanding or dyschronometria.
Main Methods:
- Utilized a specifically designed time allocation and perception questionnaire.
- Administered a circles test to assess time-related perceptions.
- Sample included 26 normal and 21 dyslexic children.
Main Results:
- Dyslexic children demonstrated a tendency towards being more outer- and inner-directed in time allocation.
- Dyslexic children perceived time as a continuum linking past, present, and future events.
- Significant differences were observed in time perception and allocation strategies.
Conclusions:
- Dyslexia influences how children perceive and allocate time.
- Findings suggest dyslexia impacts temporal orientation and planning.
- Results offer insights for tailored educational and developmental interventions.