The Role of Language in Temporal Cognition in 6- to 10-Year-Old Children

References

• Atance, C. M., & O’Neill, D. K. (2001). Episodic future thinking. Trends in Cognitive Science, 5, 533–539. doi:10.1016/S1364-6613(00)01804-0
   PubMed Web of Science ®Google Scholar
• Atance, C. M., & O’Neill, D. K. (2005). The emergence of episodic future thinking in humans. Learning and Motivation, 36, 126–144. doi:10.1016/j.lmot.2005.02.003
   Web of Science ®Google Scholar
• Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72(3), 708–717. doi:10.1111/cdev.2001.72.issue-3
   PubMed Web of Science ®Google Scholar
• Bates, E. (1998). Construction grammar and its implications for child language research. Journal of Child Language, 25, 462–466.
   Web of Science ®Google Scholar
• Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language and Cognitive Processes, 12(5/6), 507–584. doi:10.1080/016909697386628
   Web of Science ®Google Scholar
• Bishop, D. V. M. (2003). Test for Reception of Grammar: Version 2. London, UK: Pearson Assessment.
   Google Scholar
• Boucher, J., Pons, F., Lind, S., & Williams, D. (2007). Temporal cognition in children with autistic spectrum disorders: Tests of diachronic thinking. Journal of Autism Development Disorders, 37, 1413–1429. doi:10.1007/s10803-006-0285-9
   PubMed Web of Science ®Google Scholar
• Braine, M. D. S. (1963). The ontogeny of English phrase structure: The first phase. Language, 39(1), 1–13. doi:10.2307/410757
   Web of Science ®Google Scholar
• Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). Test of Nonverbal Intelligence (3rd Ed.). Austin, TX: PRO-ED.
   Google Scholar
• Bruner, J. (1983). Child’s talk: Learning to use language. New York, NY: W. W. Norton.
   Google Scholar
• Buckner, R. L., & Carroll, D. C. (2007). Self-projection and the brain. Trends in Cognitive Sciences, 11, 49–57. doi:10.1016/j.tics.2006.11.004
   PubMed Web of Science ®Google Scholar
• Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and instruction focusing on time‐related competences in children. Educational Studies, 35(5), 481–492. doi:10.1080/03055690902879093
   Web of Science ®Google Scholar
• Busby Grant, J., & Suddendorf, T. (2009). Preschoolers begin to differentiate the times of events from throughout the lifespan. European Journal of Developmental Psychology, 6, 746–762. doi:10.1080/17405620802102947
   Web of Science ®Google Scholar
• Busby, J., & Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development, 20, 362–372. doi:10.1016/j.cogdev.2005.05.002
   Web of Science ®Google Scholar
• Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cowan, N. (2016). Working memory maturation: Can we get at the essence of cognitive growth? Perspectives on Psychological Science, 11(2), 239–264. doi:10.1177/1745691615621279
   Web of Science ®Google Scholar
• Cowan, N., AuBuchon, A. M., Gilchrist, A. L., Ricker, T. J., & Saults, J. S. (2011). Age differences in visual working memory capacity: Not based on encoding limitations. Developmental Science, 14, 1066–1074. doi:10.1111/desc.2011.14.issue-5
   PubMed Web of Science ®Google Scholar
• Cowan, N., Morey, C. C., AuBuchon, A. M., Zwilling, C. E., & Gilchrist, A. L. (2010). Seven-year-olds allocate attention like adults unless working memory is overloaded. Developmental Science, 13, 120–133. doi:10.1111/desc.2009.13.issue-1
   PubMed Web of Science ®Google Scholar
• Devine, R. T., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52(5), 758–771. doi:10.1037/dev0000105
   PubMed Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test (4th ed., Form B). Bloomington, MN: Pearson.
   Google Scholar
• Edwards, J., Beckman, M. E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47(2), 421–436. doi:10.1044/1092-4388(2005/006)
   PubMed Web of Science ®Google Scholar
• Fivush, R., & Mandler, J. M. (1986). Developmental changes in the understanding of temporal sequence. Child Development, 56, 1437–1446. doi:10.1111/j.1467-8624.1985.tb00209.x
   Web of Science ®Google Scholar
• Flores, R. L. (2004). The effect of poverty on young children’s ability to organize everyday events. Journal of Children and Poverty, 10(2), 99–118. doi:10.1080/1079612042000271558
   Google Scholar
• Flores, R. L. (2007). Effect of poverty on urban preschool children’s understanding of conventional time concepts. Early Child Development and Care, 177(2), 121–132. doi:10.1080/03004430500337323
   Google Scholar
• Ford, R. M., Driscoll, T., Shum, D., & Macaulay, C. E. (2012). Executive and theory-of-mind contributions to event-based prospective memory in children: Exploring the self-projection hypothesis. Journal of Experimental Child Psychology, 111, 468–489. doi:10.1016/j.jecp.2011.10.006
   PubMed Web of Science ®Google Scholar
• Forman, H. (2015). Events and children’s sense of time: A perspective on the origins of everyday time-keeping. Frontiers in Psychology Perspective, 6, 259. doi:10.3389/fpsyg.2015.00259
   Google Scholar
• Friedman, W. J. (1978). Development of time concepts in children. Advances in Child Development and Behavior, 12, 267–298.
   PubMedGoogle Scholar
• Friedman, W. J. (1986). The development of children’s knowledge of temporal structure. Child Development, 57(6), 1386–1400. doi:10.2307/1130418
   PubMed Web of Science ®Google Scholar
• Friedman, W. J. (1990). Children’s representations of the pattern of daily activities. Child Development, 61, 1399–1412. doi:10.2307/1130751
   PubMed Web of Science ®Google Scholar
• Friedman, W. J. (1991). The development of children's memory for the time of past events. Child Development, 62, 139–155.
   Web of Science ®Google Scholar
• Friedman, W. J. (1993). Memory for the time of past events. Psychological Bulletin, 113, 44–66. doi:10.1037/0033-2909.113.1.44
   Web of Science ®Google Scholar
• Friedman, W. J. (2000). The development of children’s knowledge of the times of future events. Child Development, 71, 913–932. doi:10.1111/cdev.2000.71.issue-4
   PubMed Web of Science ®Google Scholar
• Friedman, W. J. (2005). Developmental and cognitive perspectives on human’s sense of the times of past and future events. Learning and Motivation, 36, 145–158. doi:10.1016/j.lmot.2005.02.005
   Web of Science ®Google Scholar
• Friedman, W. J., Gardner, A. G., & Zubin, N. R. E. (1995). Children’s comparisons of the recency of two events from the past year. Child Development, 66, 970–983. doi:10.2307/1131792
   Web of Science ®Google Scholar
• Friedman, W. J., & Kemp, S. (1998). The effects of elapsed time and retrieval on young children’s judgments of the temporal distances of past events. Cognitive Development, 13, 335–367. doi:10.1016/S0885-2014(98)90015-6
   Web of Science ®Google Scholar
• Friedman, W. J., & Laycock, F. (1989). Children’s analogue and digital clock knowledge. Child Development, 60, 357–371. doi:10.2307/1130982
   Web of Science ®Google Scholar
• Friedman, W. J., Reese, E., & Dai, X. (2011). Children’s memory for the times of events from the past years. Applied Cognitive Psychology, 25, 156–165. doi:10.1002/acp.v25.1
   Web of Science ®Google Scholar
• Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. East Sussex, UK: Psychology Press.
   Google Scholar
• Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887–898. doi:10.1037/0012-1649.28.5.887
   Web of Science ®Google Scholar
• Gentner, D., & Rattermann, M. J. (1991). Language and the career of similarity. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on Language and Cognition: Interrelations in Development (pp. 225–277). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Gilhooly, K. J. (2005). Working memory and planning. In R. Morris & G. Ward (Eds.), The Cognitive Psychology of Planning (pp. 71–88). Hove, East Sussex, UK: Psychology Press.
   Google Scholar
• Gooch, D., Thompson, P., Nash, H. M., Snowling, M. J., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, 57(2), 180–187. doi:10.1111/jcpp.12458
   PubMed Web of Science ®Google Scholar
• Hanson, L. K., Atance, C. M., & Paluck, S. W. (2014). Is thinking about the future related to theory of mind and executive function? Not in preschoolers. Journal of Experimental Child Psychology, 128, 120–137. doi:10.1016/j.jecp.2014.07.006
   PubMed Web of Science ®Google Scholar
• Harner, L. (1975). Yesterday and tomorrow: Development of early understanding of the terms. Developmental Psychology, 11, 864–865. doi:10.1037/0012-1649.11.6.864
   Web of Science ®Google Scholar
• Harner, L. (1980). Comprehension of past and future reference revisited. Journal of Experimental Child Psychology, 29, 170–182. doi:10.1016/0022-0965(80)90099-5
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9.
   Google Scholar
• Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88. doi:10.1016/j.dr.2005.11.002
   Web of Science ®Google Scholar
• Hudson, J. A., Fivush, R., & Kuebli, J. (1992). Scripts and episodes: The development of event memory. Applied Cognitive Psychology, 6(6), 483–505. doi:10.1002/(ISSN)1099-0720
   Web of Science ®Google Scholar
• Hudson, J. A., & Mayhew, E. M. Y. (2011). Children's temporal judgments for autobiographical past and future events. Cognitive Development, 26, 331–342.
   Web of Science ®Google Scholar
• Hudson, J. A., Shapiro, L. R., & Sosa, B. B. (1995). Planning in the real world: Preschool children’s scripts and plans for familiar events. Child Development, 66, 984–998. doi:10.2307/1131793
   PubMed Web of Science ®Google Scholar
• Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
   Google Scholar
• Kievit, R. A., Lindenberger, U., Goodyer, I. M., Jones, P. B., Fonagy, P., Bullmore, E. T., … Dolan, R. J. (2017). Mutualistic coupling between vocabulary and reasoning supports cognitive development during late adolescence and early adulthood. Psychological Science. doi:10.1177/0956797617710785
   PubMed Web of Science ®Google Scholar
• Kleinknecht, E., & Beike, D. R. (2004). How knowing and doing inform an autobiography: Relations among preschoolers’ theory of mind, narrative, and event memory skills. Applied Cognitive Psychology, 18(6), 745–764. doi:10.1002/(ISSN)1099-0720
   Web of Science ®Google Scholar
• Mahr, J., & Csibra, G. (2017). Why do we remember? The communicative function of episodic memory. Behavioral and Brain Sciences, 1–93. doi:10.1017/S0140525X17000012
   PubMed Web of Science ®Google Scholar
• McCormack, T. (2015). The development of temporal cognition. In L. S. Liben, U. Muller, & R. M. Lerner (Eds.), Handbook of Child Psychology and Developmental Science (7th ed.), Volume 2, Cognitive Processes (pp. 624–670). Hoboken, NJ: John Wiley & Sons Inc.
   Google Scholar
• McCormack, T., & Hoerl, C. (1999). Memory and temporal perspective: The role of temporal frameworks in memory development. Developmental Review, 19, 154–182. doi:10.1006/drev.1998.0476
   Web of Science ®Google Scholar
• Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. doi:10.1111/cdev.2007.78.issue-2
   PubMed Web of Science ®Google Scholar
• Moore, B. D., Brooks, P. J., & Rabin, L. A. (2014). Comparison of diachronic thinking and event ordering in 5- to 10-year-old children. International Journal of Behavioral Development, 38, 282–292. doi:10.1177/0165025414520806
   Web of Science ®Google Scholar
• Munson, B., Kurtz, B. A., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48(5), 1033–1047. doi:10.1044/1092-4388(2005/072)
   PubMed Web of Science ®Google Scholar
• Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665–681. doi:10.1037/0012-1649.40.5.665
   PubMed Web of Science ®Google Scholar
• Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233–253. doi:10.2307/747758
   Web of Science ®Google Scholar
• Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Nelson, K. (1991). The matter of time: Interdependencies between language and thought in development. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on Language and Cognition: Interrelations in Development (pp. 278–318). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Nelson, K. (1996). Language in cognitive development: Emergence of the mediated mind. New York, NY: Cambridge University Press.
   Google Scholar
• Nelson, K., & Fivush, R. (2004). The emergence of autobiographical memory: A social cultural developmental theory. Psychological Review, 111(2), 486–511. doi:10.1037/0033-295X.111.2.486
   PubMed Web of Science ®Google Scholar
• Nelson, K., & Gruendel, J. (1981). Generalized event representations: Basic building blocks of cognitive development. In M. E. Lamb & A. L. Brown (Eds.), Advances in Developmental Psychology (pp. 131–158). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Neter, J., Wasserman, W., & Kutner, M. H. (1989). Applied linear regression models. Homewood, IL: Irwin Publisher.
   Google Scholar
• Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5(1), 1–15. doi:10.1017/S0305000900001896
   Web of Science ®Google Scholar
• Nunes, T., Bryant, P., & Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology. Reading and Writing, 19(7), 767–787. doi:10.1007/s11145-006-9025-y
   Web of Science ®Google Scholar
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121. doi:10.1080/10888438.2010.529219
   Web of Science ®Google Scholar
• Olson, D. R. (1996). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge University Press.
   Google Scholar
• Owen, A. M. (1997). Cognitive planning in humans: Neuropsychological, neuroanatomical, and neuropharmacological perspectives. Progress in Neurobiology, 53, 431–450.
   PubMed Web of Science ®Google Scholar
• Sameroff, A. J., & Haith, M. M. (Eds.). (1996). The five to seven year shift: The age of reason and responsibility. Chicago, IL: University of Chicago Press.
   Google Scholar
• Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime (Version 2.0). Computer software and manual. Pittsburgh, PA: Psychology Software Tools Inc.
   Google Scholar
• Semel, E., Wiig, E., & Secord, W. (2003). Clinical evaluation of language fundamentals (4th ed.). New York, NY: The Psychological Corporation.
   Google Scholar
• Siegler, R. S., & McGilly, K. (1989). Strategy choices in children’s time-telling. Advances in Psychology, 59, 185–218.
   Google Scholar
• Smith, L. B., Jayaraman, S., Clerkin, E., & Yu, C. (2018). The developing infant creates a curriculum for statistical learning. Trends in Cognitive Sciences, 22(4), 325–336. doi:10.1016/j.tics.2018.02.004
   PubMed Web of Science ®Google Scholar
• Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6(1), 5–10. doi:10.1080/02568549109594817
   Google Scholar
• Stanovich, K. E., & Cunningham, A. E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory & Cognition, 20(1), 51–68. doi:10.3758/BF03208254
   PubMed Web of Science ®Google Scholar
• Suddendorf, T. (2006). Foresight and evolution of the human mind. Science, 312, 1006–1007. doi:10.1126/science.1129217
   PubMed Web of Science ®Google Scholar
• Suddendorf, T., & Corballis, M. C. (1997). Mental time travel and the evolution of the human mind. Genetic, Social, and General Psychology Monographs, 123(2), 133–167.
   PubMedGoogle Scholar
• Suddendorf, T., & Corballis, M. C. (2007). The evolution of foresight: What is mental time travel, and is it unique to humans? Behavioral Brain Science, 30, 299–313. doi:10.1017/S0140525X07001975
   PubMed Web of Science ®Google Scholar
• Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 381–403). New York, NY: Academic Press.
   Google Scholar
• Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12. doi:10.1037/h0080017
   Web of Science ®Google Scholar
• Tulving, E. (2005). Episodic memory and autonoesis: Uniquely human. In H. S. Terrace & J. Metcalfe (Eds.), The missing link in cognition: Origins of self-reflective consciousness (pp. 3–56). New York, NY: Oxford University Press.
   Google Scholar
• Van Der Maas, H. L., Dolan, C. V., Grasman, R. P., Wicherts, J. M., Huizenga, H. M., & Raijmakers, M. E. (2006). A dynamical model of general intelligence: The positive manifold of intelligence by mutualism. Psychological Review, 113(4), 842–861. doi:10.1037/0033-295X.113.4.842
   PubMed Web of Science ®Google Scholar
• Weist, R. M. (1986). Tense and aspect. In P. Fletcher & M. Garman (Eds), Language acquisition (2nd ed.) (pp. 356–374). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Woodcock, R. N. (2011). Woodcock Reading Mastery Tests (3rd ed.). Circle Pines, MN: American Guidance Service.
   Google Scholar