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Differences in Young Children's Performance on Sequencing Questions When Asked About Descriptions Versus Their Experience.

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Title: Differences in Young Children's Performance on Sequencing Questions When Asked About Descriptions Versus Their Experience.
Authors: Wylie, Breanne E. (AUTHOR), Kamliot, Deborah Z. (AUTHOR), Lyon, Thomas D. (AUTHOR), Klemfuss, J. Zoe (AUTHOR)
Source: Applied Cognitive Psychology. Jul/Aug2025, Vol. 39 Issue 4, p1-8. 8p.
Subjects: Cognitive development, Memory bias, School children, Linear orderings, Narratives, Cognitive ability, Philosophy of time
Abstract: Children's understanding of the temporal terms "first," "before," and "after" has implications for describing experienced events, but has typically been studied by asking them to interpret described events. In this study, one hundred and one 3‐ to 6‐year‐olds completed two tasks. In the description task, children heard sequences described using temporal terms in forward (X before Y/after X, Y) or backward order (before Y, X/Y after X) and were asked what happened "first." Children exhibited an order of mention bias, performing better in forward order, with no difference on "before" and "after." In the experience task, children observed sequences and answered questions using temporal terms, with "before" and "after" asked both in forward (what happened before X?/after X, what happened?) and backward order (before X, what happened?/what happened after X?). Order made no difference. Children exhibited a forward order bias, performing better on "after" than "before," and younger children performed best on "first." [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Differences in Young Children's Performance on Sequencing Questions When Asked About Descriptions Versus Their Experience.
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  Data: <searchLink fieldCode="AR" term="%22Wylie%2C+Breanne+E%2E%22">Wylie, Breanne E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kamliot%2C+Deborah+Z%2E%22">Kamliot, Deborah Z.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lyon%2C+Thomas+D%2E%22">Lyon, Thomas D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Klemfuss%2C+J%2E+Zoe%22">Klemfuss, J. Zoe</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Jul/Aug2025, Vol. 39 Issue 4, p1-8. 8p.
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Memory+bias%22">Memory bias</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Linear+orderings%22">Linear orderings</searchLink><br /><searchLink fieldCode="DE" term="%22Narratives%22">Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+time%22">Philosophy of time</searchLink>
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  Data: Children's understanding of the temporal terms "first," "before," and "after" has implications for describing experienced events, but has typically been studied by asking them to interpret described events. In this study, one hundred and one 3‐ to 6‐year‐olds completed two tasks. In the description task, children heard sequences described using temporal terms in forward (X before Y/after X, Y) or backward order (before Y, X/Y after X) and were asked what happened "first." Children exhibited an order of mention bias, performing better in forward order, with no difference on "before" and "after." In the experience task, children observed sequences and answered questions using temporal terms, with "before" and "after" asked both in forward (what happened before X?/after X, what happened?) and backward order (before X, what happened?/what happened after X?). Order made no difference. Children exhibited a forward order bias, performing better on "after" than "before," and younger children performed best on "first." [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/acp.70101
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      – Code: eng
        Text: English
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      – SubjectFull: School children
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      – SubjectFull: Linear orderings
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      – SubjectFull: Narratives
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              Text: Jul/Aug2025
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