The Development of Temporal Concepts: Learning to Locate Events in Time
The Development of Temporal Concepts: Learning to Locate Events in Time
复制标题
时间概念的发展：学习及时定位事件
DOI：
10.1163/22134468-00002094
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发表时间：
2017
影响因子：
1.4
通讯作者：
McCormack T
中科院分区：
文献类型：
--
作者：
McCormack T
一个关于时间概念发展的新模型被描述，该模型假设儿童在早期对时间的看法有实质性的变化。有人认为，从事件依赖的方式理解时间到事件独立的方式理解时间是一种转变。在发育早期，非常年幼的孩子无法独立于在这些地点发生的事件来思考时间上的地点。只有随着发展，孩子们才开始正确地把握过去、现在和未来的区别，并将时间表示为线性和单向的。该模型假设，虽然2 ~ 3岁的儿童可能会根据过去或未来对事件进行不同的分类，但他们可能无法理解，一个事件是在未来还是在过去，是随着时间的推移而变化的，并且随着时间的推移而变化。4 ~ 5岁左右，孩子了解了因果关系在时间上是如何运作的，能够掌握时间上不同地点之间所获得的系统关系，为获得传统的时钟和日历系统提供了基础。
A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged two to three years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the future or in the past is something that changes as time passes and varies with temporal perspective. Around four to five years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system.