Assessing Temporal Relational Responding in Young Children
Bibliographic Data
| ID | 21375382 |
|---|---|
| Authors | Jacob Neufeld (0000-0001-5078-8690, Ollscoil na Gaillimhe – University of Galway, corresponding author), Ian Stewart (0000-0002-4968-527X, Ollscoil na Gaillimhe – University of Galway), John McElwee (Wilkes University) |
| Year | 2023 |
| Volume | 73 |
| Issue | 2 |
| Pages | 163-182 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Psychological Record (JOURNAL) |
| Journal identifiers | ISSN: 0033-2933 • E-ISSN: 2163-3452 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s40732-023-00534-4 |
| OpenAlex | W4321238101 |
| Language | EN |
| Citations received | 2 |
| References cited | 64 |
Relational frame theory (RFT) sees temporal relational responding (e.g., A is after B; B is before A) as a key operant skill involved in the understanding of time. From this perspective relating events temporally is important for everyday life situations such as sequencing events, planning, and talking about the past or future. The aim of the present research was to assess performance on a test of temporal relational responding in young children at increasing levels of complexity. Twenty-five typically developing children between 3 and 8 years were assessed on tasks of nonarbitrary (i.e., based on physical events) and arbitrary (i.e., based on contextual cues only) temporal relations. Results showed a correlation between overall performance across temporal relational responding tasks and age. Performance on nonarbitrary “before” and “after” trials improved similarly with age whereas with arbitrary relations, participants performed much more poorly on “after” trials than on “before” trials and some interesting cohort specific patterns were also seen. Implications of the results and future research directions are discussed
Cognitive psychology · Developmental psychology · Perspective (graphical) · Relational frame theory · Time perspective · Artificial Intelligence · Child and Animal Learning Development · Computer Science · Early Childhood Education and Development · Psychology · Social Psychology · Social Representations and Identity
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0.67 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |