Thinking Ahead: How Children Reason About the Future Janani Prabhakar Rutgers University, New Bru... more Thinking Ahead: How Children Reason About the Future Janani Prabhakar Rutgers University, New Brunswick Judith Hudson Rutgers University, New Brunswick Abstract: Episodic future thinking relies heavily on self-projection, i.e., projecting oneself into the future. It involves the use of episodic and semantic memory in order to plan and anticipate future need. In our study, we focused on understanding the role of self in episodic future thinking in 3- and 4-year old children. Children were asked to make choices either for their own future need (self group) or for another individual’s future need (other group). Including these groups allowed us to directly manipulate the role of self. Participants were shown a 3-D model of a neighborhood with several locations (houses and stores) and were asked to navigate around the neighborhood to achieve a future goal requiring a two-step action (go to toy store to buy present and then go to friend’s house to give present). In one version of the stu...
Journal of experimental child psychology, Jan 17, 2018
A picture-sentence matching task was used to investigate children's understanding of yesterda... more A picture-sentence matching task was used to investigate children's understanding of yesterday and tomorrow. In Experiment 1, 3- to 5-year-olds viewed two pictures of an object with a visible change of state (e.g., a carved pumpkin and an intact pumpkin) while listening to sentences referring to past or future actions ("I carved the pumpkin yesterday" or "I'm gonna carve the pumpkin tomorrow") and selected the matching picture. Children performed better with past tense sentences than with future tense sentences, and including tomorrow in future tense sentences increased accuracy. In the next two experiments, 4- and 5-year-olds (Experiment 2) and adults (Experiment 3) completed the same task but with sentences containing conflicting temporal information ("I carved the pumpkin tomorrow"). Children tended to select pictures depicting the outcome of actions regardless of tense or temporal adverb, whereas adults' judgments were based on temporal ...
This experiment examined 24- and 30-month-olds&am... more This experiment examined 24- and 30-month-olds' understanding of photographs as reminders using a deferred imitation paradigm. The 24- and 30-month-olds visited a laboratory playroom and observed an experimenter demonstrating novel activities. Upon returning after a retention interval, half of the children viewed photographs depicting the activities they had viewed during their first visits as reminders of the event, as well as photographs of activities they had never seen. Children in both the reminder and the no-reminder groups were then asked to complete the originally modelled activities as a test of recall. Results indicate that although 30-month-olds recalled more activities than did 24-month-olds, children in the reminder condition at both ages recalled more activities than children in the no-reminder control condition. Results are discussed in terms of the development of representational understanding and long-term recall in young children.
Page 1. When Seeing is Not Believing: Two-Year-Olds' Use of Video Representations to... more Page 1. When Seeing is Not Believing: Two-Year-Olds' Use of Video Representations to Find a Hidden Toy Joanne Agayoff Deocampo and Judith A. Hudson Rutgers, The State University of New Jersey Research on children's ...
This experiment examined 24-and 30-month-olds' understanding of photographs as reminders usi... more This experiment examined 24-and 30-month-olds' understanding of photographs as reminders using a deferred imitation paradigm. The 24-and 30-month-olds visited a laboratory playroom and observed an experimenter demonstrating novel activities. Upon ...
Thinking Ahead: How Children Reason About the Future Janani Prabhakar Rutgers University, New Bru... more Thinking Ahead: How Children Reason About the Future Janani Prabhakar Rutgers University, New Brunswick Judith Hudson Rutgers University, New Brunswick Abstract: Episodic future thinking relies heavily on self-projection, i.e., projecting oneself into the future. It involves the use of episodic and semantic memory in order to plan and anticipate future need. In our study, we focused on understanding the role of self in episodic future thinking in 3- and 4-year old children. Children were asked to make choices either for their own future need (self group) or for another individual’s future need (other group). Including these groups allowed us to directly manipulate the role of self. Participants were shown a 3-D model of a neighborhood with several locations (houses and stores) and were asked to navigate around the neighborhood to achieve a future goal requiring a two-step action (go to toy store to buy present and then go to friend’s house to give present). In one version of the stu...
Journal of experimental child psychology, Jan 17, 2018
A picture-sentence matching task was used to investigate children's understanding of yesterda... more A picture-sentence matching task was used to investigate children's understanding of yesterday and tomorrow. In Experiment 1, 3- to 5-year-olds viewed two pictures of an object with a visible change of state (e.g., a carved pumpkin and an intact pumpkin) while listening to sentences referring to past or future actions ("I carved the pumpkin yesterday" or "I'm gonna carve the pumpkin tomorrow") and selected the matching picture. Children performed better with past tense sentences than with future tense sentences, and including tomorrow in future tense sentences increased accuracy. In the next two experiments, 4- and 5-year-olds (Experiment 2) and adults (Experiment 3) completed the same task but with sentences containing conflicting temporal information ("I carved the pumpkin tomorrow"). Children tended to select pictures depicting the outcome of actions regardless of tense or temporal adverb, whereas adults' judgments were based on temporal ...
This experiment examined 24- and 30-month-olds&am... more This experiment examined 24- and 30-month-olds' understanding of photographs as reminders using a deferred imitation paradigm. The 24- and 30-month-olds visited a laboratory playroom and observed an experimenter demonstrating novel activities. Upon returning after a retention interval, half of the children viewed photographs depicting the activities they had viewed during their first visits as reminders of the event, as well as photographs of activities they had never seen. Children in both the reminder and the no-reminder groups were then asked to complete the originally modelled activities as a test of recall. Results indicate that although 30-month-olds recalled more activities than did 24-month-olds, children in the reminder condition at both ages recalled more activities than children in the no-reminder control condition. Results are discussed in terms of the development of representational understanding and long-term recall in young children.
Page 1. When Seeing is Not Believing: Two-Year-Olds' Use of Video Representations to... more Page 1. When Seeing is Not Believing: Two-Year-Olds' Use of Video Representations to Find a Hidden Toy Joanne Agayoff Deocampo and Judith A. Hudson Rutgers, The State University of New Jersey Research on children's ...
This experiment examined 24-and 30-month-olds' understanding of photographs as reminders usi... more This experiment examined 24-and 30-month-olds' understanding of photographs as reminders using a deferred imitation paradigm. The 24-and 30-month-olds visited a laboratory playroom and observed an experimenter demonstrating novel activities. Upon ...
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