Recalling yesterday and predicating tomorrow

Janie Busby Grant, Thomas Suddendorf

Research output: Contribution to journalArticle

163 Citations (Scopus)

Abstract

Three-, 4- and 5-year-old children were asked to report something that they did do yesterday and something that they were going to do tomorrow. They were also asked to recall events that had not occurred yesterday, and predict events that would not occur tomorrow. In two studies these simple questions revealed striking age differences in the ability to report personal events from the past and the future. Only a minority of 3-year-olds but a majority of the older children were able to appropriately answer these questions. These findings substantiate the proposal that the ability to recall past events and the ability to predict future events (i.e., mental time travel), emerge in tandem between the ages of 3 and 5 years
Original languageEnglish
Pages (from-to)362-372
Number of pages11
JournalCognitive Development
Volume20
Issue number3
DOIs
Publication statusPublished - 2005
Externally publishedYes

Cite this

Busby Grant, Janie ; Suddendorf, Thomas. / Recalling yesterday and predicating tomorrow. In: Cognitive Development. 2005 ; Vol. 20, No. 3. pp. 362-372.
@article{7aec81dac1cf4420bcdd4559b1160458,
title = "Recalling yesterday and predicating tomorrow",
abstract = "Three-, 4- and 5-year-old children were asked to report something that they did do yesterday and something that they were going to do tomorrow. They were also asked to recall events that had not occurred yesterday, and predict events that would not occur tomorrow. In two studies these simple questions revealed striking age differences in the ability to report personal events from the past and the future. Only a minority of 3-year-olds but a majority of the older children were able to appropriately answer these questions. These findings substantiate the proposal that the ability to recall past events and the ability to predict future events (i.e., mental time travel), emerge in tandem between the ages of 3 and 5 years",
author = "{Busby Grant}, Janie and Thomas Suddendorf",
year = "2005",
doi = "10.1016/j.cogdev.2005.05.002",
language = "English",
volume = "20",
pages = "362--372",
journal = "Cognitive Development",
issn = "0885-2014",
publisher = "Elsevier Limited",
number = "3",

}

Recalling yesterday and predicating tomorrow. / Busby Grant, Janie; Suddendorf, Thomas.

In: Cognitive Development, Vol. 20, No. 3, 2005, p. 362-372.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Recalling yesterday and predicating tomorrow

AU - Busby Grant, Janie

AU - Suddendorf, Thomas

PY - 2005

Y1 - 2005

N2 - Three-, 4- and 5-year-old children were asked to report something that they did do yesterday and something that they were going to do tomorrow. They were also asked to recall events that had not occurred yesterday, and predict events that would not occur tomorrow. In two studies these simple questions revealed striking age differences in the ability to report personal events from the past and the future. Only a minority of 3-year-olds but a majority of the older children were able to appropriately answer these questions. These findings substantiate the proposal that the ability to recall past events and the ability to predict future events (i.e., mental time travel), emerge in tandem between the ages of 3 and 5 years

AB - Three-, 4- and 5-year-old children were asked to report something that they did do yesterday and something that they were going to do tomorrow. They were also asked to recall events that had not occurred yesterday, and predict events that would not occur tomorrow. In two studies these simple questions revealed striking age differences in the ability to report personal events from the past and the future. Only a minority of 3-year-olds but a majority of the older children were able to appropriately answer these questions. These findings substantiate the proposal that the ability to recall past events and the ability to predict future events (i.e., mental time travel), emerge in tandem between the ages of 3 and 5 years

U2 - 10.1016/j.cogdev.2005.05.002

DO - 10.1016/j.cogdev.2005.05.002

M3 - Article

VL - 20

SP - 362

EP - 372

JO - Cognitive Development

JF - Cognitive Development

SN - 0885-2014

IS - 3

ER -