Children's ability to use time-lines to recall the order and duration of single and repeated actions
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Faculty/School
Faculty of Arts
First Advisor
Kim Roberts
Advisor Role
Thesis Supervisor
Abstract
This study examined the ability of children aged 4-8 to recall temporal information verbally and using a visual 'time-line'. Forty-five children participated in an activity (making a picture of the sky at night) with the researcher, followed by a series of recall tasks. Children were asked to recall location, duration and sequencing information about single autobiographical events that parents provided, as well as single and repeated events from the activity. Results demonstrated developmental increases in children's ability to provide temporal information. The 7-8 year olds were always more accurate than the 5-6 year olds, followed by the 4 year olds. With respect to children's ability to provide recall of time information using a time-line or verbal recall, children were always able to provide more accurate details when using the time-line, with the exception of one of the sequencing tasks. In addition, children were able to sequence single actions with more accuracy than repeated actions.
Recommended Citation
Gosse, Leanne Lynn, "Children's ability to use time-lines to recall the order and duration of single and repeated actions" (2005). Theses and Dissertations (Comprehensive). 771.
https://scholars.wlu.ca/etd/771
Convocation Year
2005
Convocation Season
Fall