Development of young children's understanding that the recent past is causally bound to the present

Datos Bibliográficos

ID9791990
AutoresDaniel J Povinelli (0000-0003-0790-9252, Southwestern University, autor de correspondencia), Anita M Landry, Laura A Theall, Laura Theall (0000-0002-6483-5870), Britten R Clark, Conni M Castille
Año1999
Volumen35
Número6
Páginas1426-1439
Fecha de publicación1999-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.35.6.1426
PMID10563732
OpenAlexW4234234064
IdiomaEN
Citas recibidas31
Referencias citadas7

The results of 6 studies (involving 304 children) suggested that 4- and 5-year-olds, but not 3-year-olds, understand that very recent past events determine the present. In Studies 1-3, 3- and 4-year-old children were introduced to 2 empty hiding locations. With children's backs to these locations, a camera recorded an experimenter secretly hiding a puppet in one of them. Children then viewed the videotape of what had just happened, along with another tape that depicted identical events except with a different child and with the puppet hidden in the other location. Only 4-year-olds were subsequently able to locate the puppet, even though 3-year-olds remembered the contents of the tapes and understood the equivalence between the video events and the real world. In Study 4, similar effects were obtained when a verbal analog of the test was presented to 3-5-year-olds. Studies 5 and 6 showed that when children observed 2 events in which they had just participated, only 5-year-olds understood that the most recent events were relevant

Child development · Childhood development · Cognition · Cognitive development · Cognitive psychology · Developmental psychology · Puppetry · Child and Animal Learning Development · Educational Strategies and Epistemologies · Identity, Memory, and Therapy · Memory Processes and Influences · Neuroscience · Psychology