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ERIC Number: EJ948903
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2014
What Can What-When-Where (WWW) Binding Tasks Tell Us about Young Children's Episodic Foresight? Theory and Two Experiments
Russell, James; Cheke, Lucy G.; Clayton, Nicola S.; Meltzoff, Andrew N.
Cognitive Development, v26 n4 p356-370 Oct-Dec 2011
We analyze theoretical differences between conceptualist and minimalist approaches to episodic processing in young children. The "episodic-like" minimalism of Clayton and Dickinson (1998) is a species of the latter. We asked whether an "episodic-like" task (structurally similar to ones used by Clayton and Dickinson) in which participants had to bind What (kind of object), to Where (location of object) to When (temporal duration from present)--WWW-binding--would produce the often-found developmental trajectory in episodic foresight performance of failure at 3 years, transitional performance at 4 and success at 5. Although failure at 3 years was reproduced, the performance of 4 and 5 year olds was likely affected by the executive challenge of inhibiting reference to the currently preferable item. (Contains 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A