The acquisition of temporal terms

Publisher Website
Google Scholar
Abstract
An experiment is described which investigates preschool children's understanding of temporal terms. Children aged 2;11 to 4;5 were required to act out situations described by sentences containing before and after. One set of sentences used both a simplified task and simplified materials. These sentences were simple commands, and they only required the children to act out the situation described by the main clause in order to demonstrate comprehension. Performance with these sentences was superior to performance with sentences like those of Clark (1971) and Grain (1982). In addition, children only used an order-of-mention strategy with the Clark sentences. With both the Clark and the Grain sentences, there were more omissions of the subordinate clause in before sentences than in after sentences. There was also a tendency, with these two types of sentence, for children to act out only the first clause in before sentences.

This publication has 3 references indexed in Scilit: