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Küçük Çocuklarda Zaman Kavrayışı ve Öngörü Arasındaki Bağlantılar

Year 2019, Volume: 3 Issue: 6, 265 - 287, 31.12.2019
https://doi.org/10.31461/ybpd.617709

Abstract



Bu çalışmanın
amacı, okul öncesi dönemde gözlenebilen zaman kavrayışlarından süre tahmini ve
zamansal oluş sırası ile zihinde geleceğe zaman yolculuğu biçimlerinden öngörü
arasındaki ilişkiyi incelemektir. Aynı zamanda, uzun süreli belleğe ve kısa
süreli belleğe dayanacak biçimde öngörü becerisini değerlendirmek üzere, bir
nesne seçim görevi geliştirmek ve zamansal oluş sırası ile süre tahminini
ölçmek üzere de görevler geliştirmek hedeflenmiştir. Çalışmaya katılacak
çocukların belirlenmesi için Ankara Gelişim Tarama Envanteri, Türkçe ifade
edici ve alıcı dil testleri ile Bay Patates Testi kullanılmıştır. Çalışmaya,
36-41 aylık, 33; 42-59 aylık, 36 ve 60-71 aylık 30 olmak üzere 50’si kız toplam
99 çocuk katılmıştır. Öngörü değerlendirmek amacıyla, çocuk tarafından
kullanılan bilginin kaynağına bağlı olarak hem uzun hem de kısa süreli belleğe
dayalı öngörü performansını değerlendiren ve iki bölümden oluşan oyuncak yıkama
görevi kullanılmıştır. Zaman kavrayışını değerlendirmek için iki olayın oluş
süresini karşılaştırmaya dayanan süre tayini ve bir olayı oluş sırasına göre
kavrayabilmeye dayanan zamansal oluş sırası görevleri verilmiştir. Çalışmanın bulgularına
göre hem öngörü hem de süre tayini ile zamansal oluş sırası performansı yaşla
birlikte anlamlı olarak artmaktadır. Yaş grupları içinde uzun süreli ve kısa
süreli belleğe dayalı öngörü performanslarının birbirinden bağımsız olduğu
gözlenmiştir. Zaman kavrayışlarında ise her yaş grubunun süre tayini lehine
anlamlı olarak farklılaştığı gözlenmiştir. Uzun süreli belleğe dayalı öngörü
performansının, yaş ve zamansal oluş sırası tarafından; kısa süreli belleğe
dayalı öngörü performansının ise zamansal oluş sırası ve çalışma belleği
tarafından yordandığı gözlenmiştir. 



References

  • Actis-Grosso, R., Zavagno, R. (2008). The representation of time course events in visual arts and the development of the concept of time in children: A preliminary study. Spatial Vision, 21(3-5), 315-316.
  • Anderson, M.L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91-130.
  • Atance, C.M., (2008). Future thinking in young children. Current Directions in Psychological Science, 17(4), 295-298.
  • Atance, C.M., Berstein, D.M., Meltzoff, A.M. (2011). Thinking about false belief: It’s just not what children say, but how long it takes them to say it. Cognition, 116, 297-301.
  • Atance, C.M., Jackson, L.K. (2009). The development and coherence of future oriented behaviours during the preschool years. Journal of Experimental Child Psychology, 102, 379-391.
  • Atance, C.M., Meltzoff, A.N. (2005). My future self: Young childrens’ ability to anticipate and explain future states. Cognitive Development, 20, 341-361.
  • Atance, C.M., Meltzoff, A.N. (2006). Preschoolers’ currents desires warp their choices for the future. Psycholocical Science, 17, 583-587.
  • Atance, C.M., O’Neill, D.K. (2005). The emergence of episodic future thinking in humans. Learning and Motivation, 36, 126-144.
  • Atance, C.M., Sommerville, J.A. (2014). Assessing the role of memory in prescoolers’performance on episodic foresight tasks. Memory, 22(1), 118-128.
  • Baddaley, A.D., Hitch, G.J. (1974). Working memory. In The Psychology of Learning and Motivation. (Bower, G., A. eds.), 47-89. Academic Press.
  • Balcı, F., Freestone, D., Simen, P., DeSouza, L., Cohen, J.B., Holmes, P. (2011). Optimal temporal risk assessment. Integrative Neuroscience, 5, 1-15.
  • Balcı, F., Simen, P. (2014). Decision process in temporal discrimination. Acta Psychologica, 149, 157-168.
  • Bendor, D, Spiers, H.J. (2016). Does the hippocampus map out the future. Trends in Cognitive Science, 20(3), 167-169.
  • Block, R.A., Gruber, R. (2014). Time perception, attention and memory: A selective review. Acta Psychologica, 149, 129-133.
  • Boltz, M.G. (1998). The processing of temporal and nontemporal information in the remembering of event durations and musical structure, Journal of Experimental Psychology: Human Perception and Performance, 24(4), 1087-1104.
  • Bonato, M., Zorzi, M., Umilta, C. (2012). When time is space: Evidence for a mental time line. Neuroscience and Biobehavioral Reviews, 36, 2257-2273.
  • Brackbill, Y., Fitzgerald, H.E. (1972). Stereotype temporal conditioning in infants. Psychophysiology, 9, 569-577.
  • Brannon, M., Suanda, S.E., Libertus, K. (2007). Temporal discrimination increases in precision over development and parallels the development of numerosity discrimination, Developmental Science, 10, 770-777.
  • Busby, J., Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development, 20, 362-370.
  • Carni, E., French, L. (1982). Contexual constraints on the comprehention of before and after. Annual Meeting of the American Educational Research Association.
  • Casasanto, D., Fotakopoulou, O., Boroditsky, L. (2010). Space and time in the child’s mind: Evidence for a cross-dimentional asymmetry. Cognitive Science, 34, 387-405.
  • Cougling, C., Lyons, K.E., Ghetti, S. (2014). Remembering the past to envision the future in middle childhood: Developmental linkages between prospection and episodic memory. Cognitive Development, 30, 96-110.
  • D’Argembeau, A., Van Den Linden, M. (2012). Predicting the phenomenology of episodic future thoughts, Consciousness and Cognition, 21(3), 1198-1206.
  • De Ribaupierre, A., Bailleux, C. (1994). The development of working memory. Hove: Lawrence Erlbaum Associates, International Press.
  • Droit-Violet, V. (1999). Time estimation in young children: Effects of response type and familitary, Current Psychology of Cognition, 18, 27-44.
  • Droit-Violet, V. (2013). Time perception in children: A neurodevelopmental approach, Neuropsychologia, 51, 220-234.
  • Droit-Violet, V., Rattat, A.C. (1999). Are time and action dissociated in young children’s time ability? Cognitive Development, 14, 573-595.
  • Eichenbaum, H. (2014). Time cells in the hippocampus: A new dimension for mapping memories, Nature, 15, 732-744.
  • Flavell, J.H. (1963). Quantity, logic, number, time, movement and, velocity. The Developmental Psychology of Jean Piaget. D. Van Nostrand Company. NY, pp.316-322.
  • Ford, R.M., Driscoll, T., Shum, D., Macaulay, C. (2012). Executive and theory-of-mind contribution to even-based prospective memory in children: Exploring the self- projection hypothesis, Journal of Experimental Child Psychology, 111(3), 468-489.
  • Friedman, W. (1977). The development of children’s understanding of cyclic aspects of time. Child Development, 48, 1593-1599.
  • Friedman, W. (1990). Children’s representations of the pattern of the activities, Child Development, 61, 1399-1412.
  • Friedman, W. (1993). Memory for the time of past events. Psychological Bulletin, 113, 44-66.
  • Friedman, W. (2000). The development of children’s knowledge of the times of the future events. Child Development, 71, 913-932.
  • Friedman, W. (2003). The development of a differentiated sense the past and the future. Advance in Child Development and Behaviour, 31, 229-265.
  • Friedman, W. (2005). Developmental and cognitive perspectives on humans’ sense of the times of past and future events. Learning and Motivation, 36, 145-158.
  • Friedman, W. (2007). The meaning of “time” in episodic memory and mental time travel. Behavioral and Brain Sciences, 30(3), 323-324.
  • Friedman, W. (2008). Developmental perspectives on the psychology of time, In S. Grondin (Eds.) Psychology of Time, Bingley, UK: Emerald, pp.345-366. Friedman, W. (2011). Commentary: The past and the present of future, Cognitive Development, 26, 397-402.
  • Garon, N., Longard, J., Bryson, S.E., Moore, S. (2012). Making desicions about now and later: Development of future-oriented self-control, Cognitive Development, 27, 314-322.
  • Hanson, L.K., Atance, C., M., Palucks, W. (2014). Is thinking about the future related to theory of mind and executive function? Not in preschoolers, Journal of Experimental Child Psychology, 128, 120-137.
  • Hayne, H., Gross, J., MacNamee, S., Fitzgibbon, O., Tustin, K. (2011). Episodic memory and episodic foresight in 3-and 5-year old children, Cognitive Development, 26, 343-355.
  • Hommel, B. (2015). The theory of event coding (TEC) as embodied-cognition frame work. Frontiers in Psychology, 6, 2-5.
  • Hudson, J.A., Mayhew, E. (2011). The theory of event coding (TEC) as embodied-cognition frame work. Frontiers in Psychology, 6, 2-5.
  • Hudson, J.A., Mayhew, E.M., & Prabhakar, J. (2011). The development of episodic foresight: Emerging concepts and methods. In Advances in Child Development and Behavior, 40, 95-137.
  • Kazak Berument, S., Güven, A. (2013). Türkçe İfade Edici ve Alıcı Dil (TİFALDİ) Testi: I. Alıcı Dil Kelime Alt Testi standardizasyon ve güvenilirlik geçerlik çalışması. Türk Psikiyatri Dergisi, 24(3), 192-201.
  • Kutscher, M.L. (2008). AHDH: Living without Brakes. Jessica Kingsley Publishers, pp.133-134.
  • Mahy C.E.V., Moses, L.J. (2011). Executive functioning and prospective memory in young children. Cognitive Development, 26, 269-281.
  • Maister, L., Plaisted-Grant, K.C. (2011). Time perception and its relationship to memory in autism spectrum conditions. Developmental Science, 14(6), 1311-1322.
  • Manoel, S., Felicio, P.F.V. (2016). Proprioceptive-visual integration and embodied cognition: A developmental perspective. Perceptual and Motor Skills, 123(2), 460-476.
  • Martin-Ordas, G., Atance, C.M., Louw, A. (2012). The role of episodic and semantic memory in episodic foresight. Learning and Motivation, 43, 209-219.
  • Matsuda, F. (1994). Concepts about interrelations among duration, distance and speed in young children. International Journal of Behavioral Development, 17, 553-576.
  • McCormak, T., Hanley, M. (2011). Children’s reasoning about the temporal order of past and future events. Cognitive Development, 26, 299-314.
  • McDonald, C.J., Carrow, S., Place, R., Eichenbaum, H. (2013). Distinct hippocampal time cell sequences represent odor memories in immobilized rats. Journal of Neuroscience, 33(36), 14607-14616.
  • Metcalf, J.L., Atrance, C.M. (2011). Do prescoolers save to benefit their future selves, Cognitive Development, 26, 371-382.
  • Pfeiffer, B.E., Foster, D.J. (2013). Hippocampal place-cell sequences depict future paths to remembered goals. Nature, 497, 74-79.
  • Quon, E., & Atance, C. M. (2010). A comparison of preschoolers' memory, knowledge, and anticipation of events. Journal of Cognition and Development, 11(1), 37-60.
  • Rewshaw, J., Suddendorf, T. (2013). Foresight beyond the very next event: Four year-olds can link past and deferred future events. Frontiers in Psychology, 4, 1-6.
  • Savaşır, I, Sezgin, N., Erol, N. (1998). Ankara Gelişim Tarama Envanteri El Kitabı. 2. Basım. Ankara TPD Yayınları.
  • Schacter, D.L., Benoit, R.G., De Brigat, F., Szpunar, K.K. (2015). Episodic future thinking and episodic counterfactual thinking: Intersections between memoryand decisions. Neurobiology of Learning and Memory, 117, 14-21.
  • Seech, T.R. (2013). The mediating role of foresight between working memory and motivation in people with schizophrenia. Unpublished Master thesis by Alliant International University.
  • Suddendorf, T. (2010). Linking yesterday and tomorrow: Preschoolers’ ability to report temporally displaced events, British Journal of Developmental Psychology, 28, 491-498.
  • Suddendorf, T. (2013). Mental time travel: Continuities and discontinuities, Trends in Cognitive Science, 17(4), 151-152.
  • Suddendorf, T., Corballis, M.C. (2007). The evolution of foresight: Whats the mental time travel, and is it unique to humans. Behavioral and Brain Science, 30, 299-351.
  • Suddendorf, T., Corballis, M.C. (2008). Episodic memory and mental time travel, In E. Dere, A. Easton, Nadel, J.P., Hudson (Eds.) Hands book of Episodic Memory. Handbook of Behavioral Neuroscience, 18, 31-42.
  • Suddendorf, T., Moore, C. (2011). Introduction to the special issue: The development of episodic foresight. Cognitive Development, 26, 295-298.
  • Suddendorf, T., Nielsen, M., Von Gehlen, R. (2011). Children’s capacity to remember a novel problem and to secure its future solution. Developmental Science, 14(1), 26-33.
  • Thomaschke, R., Dreisbach, G. (2013). Temporal predictability facilitates action, not perception. Psychological Science, 24(7), 1335-1340.
  • Tilmann, K.A. Barner, D. (2015). Learning the language of time: Children’s acquision of duration words. Cognitive Psychology, 78, 57-77.
  • Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1-12.
  • Tulving, E. (2002). Episodic memory: From mind to brain. Annals Reviews of Psychology, 53, 1-25.
  • Tulving, E. (2005). Episodic memory and autonoesis: Uniqely humans, In H.S., Terrace and J., Metcalf, The missing link in cognition: Origins of self-reflective consciousness, New York, Oxford University Press, pp.3-56.
  • Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin and Reviews, 9(4), 625-636.

The Associations between Time Comprehension and Foresight in Preschoolers

Year 2019, Volume: 3 Issue: 6, 265 - 287, 31.12.2019
https://doi.org/10.31461/ybpd.617709

Abstract



The aim of this study is to investigate the
associations between foresight as a form of future mental time travel and time
comprehensions which could be observed during the prescool-age such as duration
estimation and temporal sequences. Also developing an item-choice task and time
comprehension task is aimed. To decide which children would participate in this
study, Ankara Developmental Screening Inventory, TIFALDI expressive and
receptive language tests and Mr. Peanut Test were used. Ninety-nine children 50
of them were girls participated in this study whom were 36-41 months old, 33
children, 42-59 months old 36 children and 60-71 months old 30 children. In
order to evaluate foresight, toy washing task was used which was based on
long/short time memory in the same time, depending on the source of information
used by the child. In order to evaluate time comprehension, duration estimation
and temporal ordering tasks were used. According to results of the study, both
foresight and time comprehension performances increase with age. At the same
time, within the same age groups, there were no relationship between long
term/short term memory based foresight performances and there were differences
between time comprehensions in favor of duration estimation.  The best predictive analysis method showed
that foresight based on long term memory was best predicted by age and temporal
ordering performance whereas foresight based on short term memory was best
predicted by working memory and temporal ordering performance.



References

  • Actis-Grosso, R., Zavagno, R. (2008). The representation of time course events in visual arts and the development of the concept of time in children: A preliminary study. Spatial Vision, 21(3-5), 315-316.
  • Anderson, M.L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91-130.
  • Atance, C.M., (2008). Future thinking in young children. Current Directions in Psychological Science, 17(4), 295-298.
  • Atance, C.M., Berstein, D.M., Meltzoff, A.M. (2011). Thinking about false belief: It’s just not what children say, but how long it takes them to say it. Cognition, 116, 297-301.
  • Atance, C.M., Jackson, L.K. (2009). The development and coherence of future oriented behaviours during the preschool years. Journal of Experimental Child Psychology, 102, 379-391.
  • Atance, C.M., Meltzoff, A.N. (2005). My future self: Young childrens’ ability to anticipate and explain future states. Cognitive Development, 20, 341-361.
  • Atance, C.M., Meltzoff, A.N. (2006). Preschoolers’ currents desires warp their choices for the future. Psycholocical Science, 17, 583-587.
  • Atance, C.M., O’Neill, D.K. (2005). The emergence of episodic future thinking in humans. Learning and Motivation, 36, 126-144.
  • Atance, C.M., Sommerville, J.A. (2014). Assessing the role of memory in prescoolers’performance on episodic foresight tasks. Memory, 22(1), 118-128.
  • Baddaley, A.D., Hitch, G.J. (1974). Working memory. In The Psychology of Learning and Motivation. (Bower, G., A. eds.), 47-89. Academic Press.
  • Balcı, F., Freestone, D., Simen, P., DeSouza, L., Cohen, J.B., Holmes, P. (2011). Optimal temporal risk assessment. Integrative Neuroscience, 5, 1-15.
  • Balcı, F., Simen, P. (2014). Decision process in temporal discrimination. Acta Psychologica, 149, 157-168.
  • Bendor, D, Spiers, H.J. (2016). Does the hippocampus map out the future. Trends in Cognitive Science, 20(3), 167-169.
  • Block, R.A., Gruber, R. (2014). Time perception, attention and memory: A selective review. Acta Psychologica, 149, 129-133.
  • Boltz, M.G. (1998). The processing of temporal and nontemporal information in the remembering of event durations and musical structure, Journal of Experimental Psychology: Human Perception and Performance, 24(4), 1087-1104.
  • Bonato, M., Zorzi, M., Umilta, C. (2012). When time is space: Evidence for a mental time line. Neuroscience and Biobehavioral Reviews, 36, 2257-2273.
  • Brackbill, Y., Fitzgerald, H.E. (1972). Stereotype temporal conditioning in infants. Psychophysiology, 9, 569-577.
  • Brannon, M., Suanda, S.E., Libertus, K. (2007). Temporal discrimination increases in precision over development and parallels the development of numerosity discrimination, Developmental Science, 10, 770-777.
  • Busby, J., Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development, 20, 362-370.
  • Carni, E., French, L. (1982). Contexual constraints on the comprehention of before and after. Annual Meeting of the American Educational Research Association.
  • Casasanto, D., Fotakopoulou, O., Boroditsky, L. (2010). Space and time in the child’s mind: Evidence for a cross-dimentional asymmetry. Cognitive Science, 34, 387-405.
  • Cougling, C., Lyons, K.E., Ghetti, S. (2014). Remembering the past to envision the future in middle childhood: Developmental linkages between prospection and episodic memory. Cognitive Development, 30, 96-110.
  • D’Argembeau, A., Van Den Linden, M. (2012). Predicting the phenomenology of episodic future thoughts, Consciousness and Cognition, 21(3), 1198-1206.
  • De Ribaupierre, A., Bailleux, C. (1994). The development of working memory. Hove: Lawrence Erlbaum Associates, International Press.
  • Droit-Violet, V. (1999). Time estimation in young children: Effects of response type and familitary, Current Psychology of Cognition, 18, 27-44.
  • Droit-Violet, V. (2013). Time perception in children: A neurodevelopmental approach, Neuropsychologia, 51, 220-234.
  • Droit-Violet, V., Rattat, A.C. (1999). Are time and action dissociated in young children’s time ability? Cognitive Development, 14, 573-595.
  • Eichenbaum, H. (2014). Time cells in the hippocampus: A new dimension for mapping memories, Nature, 15, 732-744.
  • Flavell, J.H. (1963). Quantity, logic, number, time, movement and, velocity. The Developmental Psychology of Jean Piaget. D. Van Nostrand Company. NY, pp.316-322.
  • Ford, R.M., Driscoll, T., Shum, D., Macaulay, C. (2012). Executive and theory-of-mind contribution to even-based prospective memory in children: Exploring the self- projection hypothesis, Journal of Experimental Child Psychology, 111(3), 468-489.
  • Friedman, W. (1977). The development of children’s understanding of cyclic aspects of time. Child Development, 48, 1593-1599.
  • Friedman, W. (1990). Children’s representations of the pattern of the activities, Child Development, 61, 1399-1412.
  • Friedman, W. (1993). Memory for the time of past events. Psychological Bulletin, 113, 44-66.
  • Friedman, W. (2000). The development of children’s knowledge of the times of the future events. Child Development, 71, 913-932.
  • Friedman, W. (2003). The development of a differentiated sense the past and the future. Advance in Child Development and Behaviour, 31, 229-265.
  • Friedman, W. (2005). Developmental and cognitive perspectives on humans’ sense of the times of past and future events. Learning and Motivation, 36, 145-158.
  • Friedman, W. (2007). The meaning of “time” in episodic memory and mental time travel. Behavioral and Brain Sciences, 30(3), 323-324.
  • Friedman, W. (2008). Developmental perspectives on the psychology of time, In S. Grondin (Eds.) Psychology of Time, Bingley, UK: Emerald, pp.345-366. Friedman, W. (2011). Commentary: The past and the present of future, Cognitive Development, 26, 397-402.
  • Garon, N., Longard, J., Bryson, S.E., Moore, S. (2012). Making desicions about now and later: Development of future-oriented self-control, Cognitive Development, 27, 314-322.
  • Hanson, L.K., Atance, C., M., Palucks, W. (2014). Is thinking about the future related to theory of mind and executive function? Not in preschoolers, Journal of Experimental Child Psychology, 128, 120-137.
  • Hayne, H., Gross, J., MacNamee, S., Fitzgibbon, O., Tustin, K. (2011). Episodic memory and episodic foresight in 3-and 5-year old children, Cognitive Development, 26, 343-355.
  • Hommel, B. (2015). The theory of event coding (TEC) as embodied-cognition frame work. Frontiers in Psychology, 6, 2-5.
  • Hudson, J.A., Mayhew, E. (2011). The theory of event coding (TEC) as embodied-cognition frame work. Frontiers in Psychology, 6, 2-5.
  • Hudson, J.A., Mayhew, E.M., & Prabhakar, J. (2011). The development of episodic foresight: Emerging concepts and methods. In Advances in Child Development and Behavior, 40, 95-137.
  • Kazak Berument, S., Güven, A. (2013). Türkçe İfade Edici ve Alıcı Dil (TİFALDİ) Testi: I. Alıcı Dil Kelime Alt Testi standardizasyon ve güvenilirlik geçerlik çalışması. Türk Psikiyatri Dergisi, 24(3), 192-201.
  • Kutscher, M.L. (2008). AHDH: Living without Brakes. Jessica Kingsley Publishers, pp.133-134.
  • Mahy C.E.V., Moses, L.J. (2011). Executive functioning and prospective memory in young children. Cognitive Development, 26, 269-281.
  • Maister, L., Plaisted-Grant, K.C. (2011). Time perception and its relationship to memory in autism spectrum conditions. Developmental Science, 14(6), 1311-1322.
  • Manoel, S., Felicio, P.F.V. (2016). Proprioceptive-visual integration and embodied cognition: A developmental perspective. Perceptual and Motor Skills, 123(2), 460-476.
  • Martin-Ordas, G., Atance, C.M., Louw, A. (2012). The role of episodic and semantic memory in episodic foresight. Learning and Motivation, 43, 209-219.
  • Matsuda, F. (1994). Concepts about interrelations among duration, distance and speed in young children. International Journal of Behavioral Development, 17, 553-576.
  • McCormak, T., Hanley, M. (2011). Children’s reasoning about the temporal order of past and future events. Cognitive Development, 26, 299-314.
  • McDonald, C.J., Carrow, S., Place, R., Eichenbaum, H. (2013). Distinct hippocampal time cell sequences represent odor memories in immobilized rats. Journal of Neuroscience, 33(36), 14607-14616.
  • Metcalf, J.L., Atrance, C.M. (2011). Do prescoolers save to benefit their future selves, Cognitive Development, 26, 371-382.
  • Pfeiffer, B.E., Foster, D.J. (2013). Hippocampal place-cell sequences depict future paths to remembered goals. Nature, 497, 74-79.
  • Quon, E., & Atance, C. M. (2010). A comparison of preschoolers' memory, knowledge, and anticipation of events. Journal of Cognition and Development, 11(1), 37-60.
  • Rewshaw, J., Suddendorf, T. (2013). Foresight beyond the very next event: Four year-olds can link past and deferred future events. Frontiers in Psychology, 4, 1-6.
  • Savaşır, I, Sezgin, N., Erol, N. (1998). Ankara Gelişim Tarama Envanteri El Kitabı. 2. Basım. Ankara TPD Yayınları.
  • Schacter, D.L., Benoit, R.G., De Brigat, F., Szpunar, K.K. (2015). Episodic future thinking and episodic counterfactual thinking: Intersections between memoryand decisions. Neurobiology of Learning and Memory, 117, 14-21.
  • Seech, T.R. (2013). The mediating role of foresight between working memory and motivation in people with schizophrenia. Unpublished Master thesis by Alliant International University.
  • Suddendorf, T. (2010). Linking yesterday and tomorrow: Preschoolers’ ability to report temporally displaced events, British Journal of Developmental Psychology, 28, 491-498.
  • Suddendorf, T. (2013). Mental time travel: Continuities and discontinuities, Trends in Cognitive Science, 17(4), 151-152.
  • Suddendorf, T., Corballis, M.C. (2007). The evolution of foresight: Whats the mental time travel, and is it unique to humans. Behavioral and Brain Science, 30, 299-351.
  • Suddendorf, T., Corballis, M.C. (2008). Episodic memory and mental time travel, In E. Dere, A. Easton, Nadel, J.P., Hudson (Eds.) Hands book of Episodic Memory. Handbook of Behavioral Neuroscience, 18, 31-42.
  • Suddendorf, T., Moore, C. (2011). Introduction to the special issue: The development of episodic foresight. Cognitive Development, 26, 295-298.
  • Suddendorf, T., Nielsen, M., Von Gehlen, R. (2011). Children’s capacity to remember a novel problem and to secure its future solution. Developmental Science, 14(1), 26-33.
  • Thomaschke, R., Dreisbach, G. (2013). Temporal predictability facilitates action, not perception. Psychological Science, 24(7), 1335-1340.
  • Tilmann, K.A. Barner, D. (2015). Learning the language of time: Children’s acquision of duration words. Cognitive Psychology, 78, 57-77.
  • Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1-12.
  • Tulving, E. (2002). Episodic memory: From mind to brain. Annals Reviews of Psychology, 53, 1-25.
  • Tulving, E. (2005). Episodic memory and autonoesis: Uniqely humans, In H.S., Terrace and J., Metcalf, The missing link in cognition: Origins of self-reflective consciousness, New York, Oxford University Press, pp.3-56.
  • Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin and Reviews, 9(4), 625-636.
There are 72 citations in total.

Details

Primary Language Turkish
Subjects Psychology
Journal Section Volume:3, Issue:6 December
Authors

Arzu Çırpan Kantarcıoğlu 0000-0002-3425-7360

Sema Karakelle 0000-0002-3899-6670

Publication Date December 31, 2019
Published in Issue Year 2019 Volume: 3 Issue: 6

Cite

APA Çırpan Kantarcıoğlu, A., & Karakelle, S. (2019). Küçük Çocuklarda Zaman Kavrayışı ve Öngörü Arasındaki Bağlantılar. Yaşam Becerileri Psikoloji Dergisi, 3(6), 265-287. https://doi.org/10.31461/ybpd.617709