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Peer reviewed
Direct linkNis Langer Primdahl; Christopher McCaw – Studies in Philosophy and Education, 2025
Amongst the growing discourses surrounding uses of mindfulness in school settings, relatively little attention has been paid to questions of temporality. This, in a way, is quite surprising, given the explicitly temporal form given to the most commonly used definitions of mindfulness, such as "being in the present", or "suspending…
Descriptors: Metacognition, Time, Time Perspective, Time Factors (Learning)
Heather L. Price; Rachel Cantin; Angela D. Evans – Applied Cognitive Psychology, 2025
Despite considerable interest in children's ability to provide temporal information, there remain many unanswered questions about what children can provide and how to elicit this information. In Study 1, children (N = 147, aged 5 to 10 years) participated in an activity session. Either shortly after or 1 day later, children completed an interview…
Descriptors: Children, Time, Proximity, Accuracy
Moulis Charlotte – International Journal of Art & Design Education, 2024
Using many years of experience in the UK's state primary schools, I consider that a limited understanding of time has damaging implications for both pupils and adults within the education system. The sector neglects the fact that time has much potential, many definitions and is a powerful influence on man. I share how education took clock-time and…
Descriptors: Time, Time Factors (Learning), Time Management, Attitudes
Caitlin M. Drumm; Paolo C. Martin; Elizabeth V. Schulz; Tasha R. Wyatt – Advances in Health Sciences Education, 2026
Previous studies suggest that "time" factors heavily into trainees' decision-making around issues of pregnancy within graduate medical education (GME). Trainees are often dissatisfied with parental leave policies and tension exists as they navigate training interruptions. However, our understanding is limited because prior studies have…
Descriptors: Graduate Study, Medical Education, Time, Pregnancy
Carmelo Galioto; Camila Moyano Davila – International Journal of Qualitative Studies in Education (QSE), 2024
This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a "pars destruens" of how the experience of temporality takes place as a transversal dimension of school activities.…
Descriptors: Time, Time Factors (Learning), Justice, Phenomenology
Kristof Keidel; Carsten Murawski; Ulrich Ettinger – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2025
Temporal discounting refers to the tendency to discount future rewards as a function of time until receipt of rewards. The discount rate can be reduced by experimentally manipulating time framing, an example being the date/delay effect: Specifically, if time until receipt of the reward is presented as a date (e.g., August 21, 2022) rather than as…
Descriptors: Time, Cognitive Processes, Mental Computation, Eye Movements
Nathan Leroy; Steve Majerus; Arnaud D'Argembeau – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2025
Remembering past events usually takes less time than their actual duration--their unfolding is temporally compressed in episodic memory. The rate of temporal compression (i.e., the ratio of the actual duration of an event to the duration of its remembering) is not constant but varies between individuals and as a function of the structure of events…
Descriptors: Short Term Memory, Time, Time Perspective, Individual Differences
Fangshu Yao; Bin Zhou – Cognitive Research: Principles and Implications, 2025
Humans usually adjust their attentional mode to tackle the challenges posed by environmental inputs. Depending on the uncertainty level, different attentional strategies may be adopted. As people face increasingly complicated daily situations--e.g., driving a car or chatting online--where intervals between significant events do not necessarily…
Descriptors: Attention Control, Eye Movements, Time, Time Perspective
Victor Btesh; Neil R. Bramley; Maarten Speekenbrink; David A. Lagnado – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2026
In this study, we investigated human causal learning in a continuous time and space setting. We find participants to be capable active causal structure learners, and with the help of computational modeling explore how they mitigate the complexity of continuous dynamics data to achieve this. We propose that participants combine systematic…
Descriptors: Learning, Time, Active Learning, Cognitive Processes
Herbert Heuer; Peter Wühr – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2025
Humans have to deal with conflicting information. This is studied in conflict tasks such as the Simon task or the flanker task. For example, participants respond with the left or right hand to the color of a stimulus (task-relevant stimulus feature) which is presented in a left or right position (irrelevant feature) in the Simon task or to a…
Descriptors: Conflict, Adjustment (to Environment), Time, Cognitive Processes
Roger Saul; Julianne Gerbrandt; Casey Burkholder – Journal of Literacy Research, 2024
Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends…
Descriptors: Visual Literacy, Visual Perception, Spatial Ability, Time
Christopher Cox; Riccardo Fusaroli; Yngwie A. Nielsen; Sunghye Cho; Roberta Rocca; Arndis Simonsen; Azia Knox; Meg Lyons; Mark Liberman; Christopher Cieri; Sarah Schillinger; Amanda L. Lee; Aili Hauptmann; Kimberly Tena; Christopher Chatham; Judith S. Miller; Juhi Pandey; Alison S. Russell; Robert T. Schultz; Julia Parish-Morris – Cognitive Science, 2025
Engaging in fluent conversation is a surprisingly complex task that requires interlocutors to promptly respond to each other in a way that is appropriate to the social context. In this study, we disentangled different dimensions of turn-taking by investigating how the dynamics of child-adult interactions changed according to the activity…
Descriptors: Autism Spectrum Disorders, Children, Preadolescents, Interpersonal Communication
Tianyu Shen; Collin F. Payne; Maria Jahromi – Sociological Methods & Research, 2026
Many studies have compared individual measures of health expectancy across older populations by time-invariant characteristics. However, very few have included time-varying variables when calculating health expectancy. Even among older adults, socioeconomic and demographic characteristics are likely to change over the life course, and these…
Descriptors: Health, Time, Older Adults, Models
Kaellen Williams; Mallory Mattimore-Malan; Amy Noelle Parks – Phi Delta Kappan, 2026
As part of a statewide initiative to shift elementary mathematics teaching in Michigan toward more child-centered instruction, teachers overwhelmingly reported that a major obstacle to improving their practice was time. Through interviews and videos of teaching, Kaellen Williams, Mallory Mattimore-Malan, and Amy Noelle Parks analyzed how teachers'…
Descriptors: Mathematics Instruction, Elementary School Teachers, Teaching Methods, Time Factors (Learning)
Cora Lingling Xu – SUNY Press, 2025
Can a student inherit time? What difference does time make to their educational journeys and outcomes? "The Time Inheritors" draws on nearly a decade of field research with more than one hundred youth in China to argue that intergenerational transfers of privilege or deprivation are manifested in and through time. Comparing experiences…
Descriptors: Foreign Countries, Time, Advantaged, Disadvantaged
