The Library
Searching and planning : young children's reasoning about past and future event sequences
Tools
McColgan, Kerry L. and McCormack, Teresa. (2008) Searching and planning : young children's reasoning about past and future event sequences. Child Development, Vol.79 (No.5). pp. 1477-1497. ISSN 0009-3920
Full text not available from this repository.
Official URL: http://dx.doi.org/10.1111/j.1467-8624.2008.01200.x
Abstract
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity.
| Item Type: | Journal Article |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Divisions: | Faculty of Science > Psychology |
| Library of Congress Subject Headings (LCSH): | Reasoning in children, Human information processing in children, Inference |
| Journal or Publication Title: | Child Development |
| Publisher: | Wiley-Blackwell Publishing, Inc. |
| ISSN: | 0009-3920 |
| Date: | September 2008 |
| Volume: | Vol.79 |
| Number: | No.5 |
| Number of Pages: | 21 |
| Page Range: | pp. 1477-1497 |
| Identification Number: | 10.1111/j.1467-8624.2008.01200.x |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Restricted or Subscription Access |
| Funder: | Arts & Humanities Research Council (Great Britain), Northern Ireland. Dept. for Employment and Learning |
| References: | Anooshian, L. J., Hartman, S. R., & Scharf, J. S. (1982). Determinants of young children’s search strategy in a large-scale environment. Developmental Psychology, 18, 608 – 616. Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children’s ability to anticipate and explain future states. Cognitive Development, 20, 341 – 361. Atance, C. M., & O’Neill, D. K. (2001a). Episodic future thinking. Trends in Cognitive Sciences, 5, 533 – 539. Atance, C. M., & O’Neill, D. K. (2001b). Planning in 3-yearolds: A reflection of the future self? In C. Moore & K. Lemmon (Eds.), The self in time. Developmental perspectives (pp. 121 – 140). Mahwah, NJ: Erlbaum. Atance, C. M., & O’Neill, D. K. (2005). The development of episodic future thinking. Learning and Motivation, 26, 126 – 144. Barth, J., & Call, J. (2006). Tracking the displacement of objects: A series of tasks with great apes (Pan troglodytes, Pan paniscus, Gorilla gorilla, and Pongo pygmaeus) and young children (Homo sapiens). Journal of Experimental Psychology: Animal Behavior Processes, 32, 239 – 252. Bauer, P. J., & Mandler, J. M. (1989). One thing follows another: Effects of temporal structure on 1- to 2-year-olds’ recall of events. Developmental Psychology, 25, 197 – 206. Bauer, P. J., Schwade, J. A., Wewerka, S. S., & Delaney, K. (1999). Planning ahead: Goal-directed problem solving by two-year-olds. Developmental Psychology, 35, 1321 – 1337. Beck, S. R., Robinson, E. J., Carroll, D. J., & Apperly, I. A. (2006). Children’s thinking about counterfactuals and future hypotheticals as possibilities. Child Development, 77, 413 – 426. Benson, J. B. (1997). The development of planning: It’s about time. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 43 – 75). Mahwah, NJ: Erlbaum. Busby, J., & Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development, 20, 362 – 372. Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299 – 319. Clayton, N. S., Bussey, T. J. , & Dickinson, A. (2003). Can animals recall the past and plan for the future? Nature Reviews Neuroscience, 4, 685 – 691. Collier-Baker, E., & Suddendorf, T. (2006). Do chimpanzees (Pan troglodytes) and 2-year-old children (Homo sapiens) understand double invisible displacement? Journal of Comparative Psychology, 120, 89 – 97. Corrigan, R., & Denton, P. (1996). Causal understanding as a developmental primitive. Developmental Review, 16, 162 – 202. Cromer, R. F. (1971). The development of the ability to decentre in time. British Journal of Psychology, 62, 353 – 365. DeLoache, J. S., & Burns, N. M. (1994). Early understanding of the representational function of pictures. Cognition, 52, 83 – 110. Fivush, R., & Mandler, J. M. (1985). Developmental changes in the understanding of temporal sequence. Child Development, 56, 1437 – 1446. Friedman, W. J. (1977). Development of children’s understanding of cyclic aspects of time. Child Development, 48, 1593 – 1599. Friedman, W. J. (2003). The development of children’s understanding of the past and the future. Advances in Child Development and Behavior, 31, 229 – 269 Friedman, W. J. (2005). Developmental and cognitive perspectives on humans’ sense of the times of past and future events. Learning and Motivation, 36, 145 – 158. Gopnik, A., Sobel, D. M., Schulz, L. E., & Glymour, C. (2001). Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 620 – 629. Goswami, U. (1998). Cognition in children. Hove, UK: Psychology Press. Haake, R. J., & Somerville, S. C. (1985). Development of logical skills in infancy. Developmental Psychology, 21, 176 – 186. Haake, R. J., Somerville, S. C., & Wellman, H. M. (1980). Logical ability of young children in searching a largescale environment. Child Development, 51, 1299 – 1302. Haith, M. M. (1997). The development of future thinking as essential for the emergence of skill in planning. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 25 – 42). Mahwah, NJ: Erlbaum. Hala, S., & Russell, J. (2001). Executive control within strategic deception: A window on early cognitive development. Journal of Experimental Child Psychology, 80, 112 – 141. Harner, L. (1980). Children talk about the time and aspect of actions. Child Development, 52, 498 – 506. Harner, L. (1982). Talking about the past and the future. In W. J. Friedman (Ed.), The developmental psychology of time (pp. 141 – 169). New York: Academic Press. Harris, P. L. (2000). The work of the imagination. Oxford, UK: Blackwell. Hassabis, D., Kumaran, D., Vann, S. D., & Maguire, E. A. (2007). Patients with hippocampal amnesia cannot imagine new experiences. Proceedings of the National Academy of Sciences of the United States of America, 104, 1726 – 1731. Hoerl, C., & McCormack, T. (2005). Joint reminiscing as joint attention to the past. In N. Eilan, C. Hoerl, T. McCormack, & J. Roessler (Eds.), Joint attention: Communication and other minds (pp. 260 – 286). Oxford, UK: Oxford University Press. Hudson, J. A. (2002). ‘‘Do we know what we’re going to do this summer?’’ Mothers talk to young children about future events. Journal of Cognition and Development, 3, 49 – 71. Hudson, J. A. (2006). The development of future time concepts through mother-child conversation. Merrill- Palmer Quarterly, 52, 70 – 95. Hudson, J. A., & Fivush, R. (1991). Planning in the preschool years: The emergence of plans from general event knowledge. Cognitive Development, 6, 393 – 415. Hudson, J. A., Sosa, B., & Shapiro, L. R. (1997). Scripts and plans: The development of preschool children’s event knowledge and event planning. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 77 – 102). Mahwah, NJ: Erlbaum. Klahr, D., & Robinson, M. (1981). Formal assessment of problem-solving and planning processes in preschool children. Cognitive Psychology, 13, 113 – 148. Liben, L. (2003). Beyond point and shoot: Children’s developing understanding of photographs as spatial and expressive representations. Advances in Child Development and Behaviour, 31, 1 – 42. Luciana, M, & Nelson, C.A. (1998). The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children. Neuropsychologia, 36, 273 – 293. Martin, M. G. F. (2001). Out of the past: Episodic memory as retained acquaintance. In C. Hoerl & T. McCormack (Eds.), Time and memory: Issues in philosophy and psychology (pp. 257 – 284). Oxford, UK: Oxford University Press. McCormack, T., & Hoerl, C. (1999). Memory and temporal perspective: The role of temporal frameworks in memory development. Developmental Review, 19, 154 – 182. McCormack, T., & Hoerl, C. (2001). The child in time: Temporal concepts and self-consciousness in the development of episodic memory. In C. Moore & K. Lemmon (Eds.), The self in time (pp. 203 – 227). Mahwah, NJ: Erlbaum. McCormack, T., & Hoerl, C. (2005). Children’s reasoning about the causal significance of the temporal order of events. Developmental Psychology, 41, 54 – 63. McCormack, T., & Hoerl, C. (2007). Young children’s reasoning about the order of past events. Journal of Experimental Child Psychology, 98, 168 – 183. Nelson, K. (1996). Language in cognitive development: Emergence of the mediated mind. Cambridge, UK: Cambridge University Press. Nelson, K. (2001). Language and the self: From the ‘‘experiencing I’’ to the ‘‘continuing me’’. In C. Moore & K. Lemmon (Eds.), The self in time: Developmental perspectives (pp. 15 – 33). Mahwah, NJ: Erlbaum. Perner, J., Leekam, S. R., Myers, D., Davis, S., & Odgers, E. (1988). Misrepresentation and referential confusion: Children’s difficulty with false beliefs and outdated photographs. Retrieved July 16, 2007, from http:// cogprints.org/708/ Perner, J., & Ruffman, T. (1995). Episodic memory and autonoetic consciousness: Developmental evidence and a theory of childhood amnesia. Journal of Experimental Child Psychology, 59, 516 – 548. Povinelli, D. J. (2001). The self: Elevated in consciousness and extended in time. In C. Moore & K. Lemmon (Eds.), The self in time: Developmental perspectives (pp. 75 – 95). Mahwah, NJ: Erlbaum. Povinelli, D. J., Landry, A. M., Theall, L. A., Clark, B. R., & Castille, C. M. (1999). Development of young children’s understanding that the recent past is causally bound to the present. Developmental Psychology, 35, 1426 – 1439. Raby, C. R., Alexis, D. M., Dickinson, A., & Clayton, N. S. (2007). Planning for the future by Western Scrub-Jays. Nature, 445, 919 – 921. Reichenbach, H. (1947). Elements of symbolic logic. New York: Macmillan. Robinson, E. J., Rowley, M., Beck, S. R., Carroll, D. J., & Apperly, I. A. (2006). Children’s sensitivity to their own relative ignorance: Handling of possibilities under conditions of epistemic and physical uncertainty. Child Development, 77, 1642 – 1655. Sabbagh, M. A., Moses, L. J., & Shiverick, S. (2006). Executive functioning and preschoolers’ understanding of false beliefs, false photographs, and false signs. Child Development, 77, 1034 – 1049. Scholnick, E. K., Friedman, S. L., & Wallner-Allen, K. E. (1997). What do they really measure? A comparative analysis of planning tasks. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 127 – 156). Mahwah, NJ: Erlbaum. Shapiro, L. R., & Hudson, J. A. (2004). Effects of internal and external supports on preschool children’s event planning. Applied Developmental Psychology, 25, 29 – 73. Slaughter, V. (1998). Children’s understanding of pictorial and mental representations. Child Development, 69, 321 – 332. Somerville, S. C., & Capuani-Shumaker, A. (1984). Logical searches of young children in hiding and finding tasks. British Journal of Developmental Psychology, 2, 315 – 328. Sophian, C., & Somerville, S. C. (1988). Early developments in logical reasoning: Considering alternative possibilities. Cognitive Development, 3, 183 – 222. Suddendorf, T. (2003). Early representational insight: Twenty-four-month-olds can use a photo to find an object in the world. Child Development, 74, 896 – 904. Suddendorf, T., & Busby, J. (2003). Mental time travel in animals? Trends in Cognitive Science, 7, 391 – 396. Suddendorf, T., & Busby, J. (2005). Making decisions with the future in mind: Developmental and comparative identification of mental time travel. Learning and Motivation, 36, 110 – 125. Szpunar, K. K., Watson, J. M., & McDermott, K. B. (2007). Neural substrates of imagining the future. Proceedings of the National Academy of Sciences of the United States of America, 104, 642 – 647. Trosborg, A. (1982). Children’s comprehension of ‘‘before’’ and ‘‘after’’ reinvestigated. Journal of Child Language, 9, 381 – 402. 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). Oxford, UK: Oxford University Press. Tulving, R. (2001). Episodic memory and common sense: How far apart? In A. Baddeley, M. Conway, & J. Aggleton (Eds.), Episodic memory: New directions in research (pp. 269 – 287). Oxford, UK: Oxford University Press. Weist, R. M. (1986). Tense and aspect. In P. Fletcher & M. Garman (Eds.), Language acquisition: Studies in first language development (2nd ed., pp. 356 – 374). Cambridge, UK: Cambridge University Press. Weist, R. M. (1989). Time concepts in language and thought: Filling the Piagetian void from two to five years. In I. Levin & D. Zakay (Eds.), Time and human cognition: A life-span perspective (pp. 63 – 118). Amsterdam: Elsevier. Welch-Ross, M. (2001). Personalizing the temporally extended self: Evaluative self-awareness and the development of autobiographical memory. In C. Moore & K. Lemmon (Eds.), The self in time: Developmental perspectives (pp. 97 – 119). Mahwah, NJ: Erlbaum. Wellman, H. M., Fabricius, W. V., & Sophian, C. (1985). The early development of planning. In H. M. Wellman (Ed.), Children’s searching: The development of search skills and spatial representation (pp. 123 – 149). Hillsdale, NJ: Erlbaum. Wellman, H. M., Somerville, S. C., & Haake, R. J. (1979). Development of search procedures in real-life spatial environments. Developmental Psychology, 15, 530 – 542. Welsh, M. C. (1991). Rule guided behaviour and selfmonitoring on the Tower of Hanoi disk-transfer task. Cognitive Development, 6, 59 – 76. Zaitchik, D. (1990). When representations conflict with reality: The preschoolers’ problem with false belief and false photographs. Cognition, 35, 41 – 68. Zelazo, P. D., & Somerville, J. A. (2001). Levels of consciousness of the self in time. In C. Moore & K. Lemmon (Eds.), The self in time: Developmental perspectives (pp. 229 – 252). Mahwah, NJ: Erlbaum. |
| URI: | http://wrap.warwick.ac.uk/id/eprint/29383 |
Data sourced from Thomson Reuters' Web of Knowledge
Actions (login required)
![]() |
View Item |
Tools
Tools

