Innate and Cultural Spatial Time: A Developmental Perspective

Children and adults rely on different heuristics for estimation of durations

Time is a uniquely human yet culturally ubiquitous concept acquired over childhood and provides an underlying dimension for episodic memory and estimating durations. Because time, unlike distance, lacks a sensory representation, we hypothesized that subjects at different ages attribute different meanings to it when comparing durations; pre-kindergarten children compare the density of events, while adults use the concept of observer-independent absolute time. We asked groups of pre-kindergarteners, school-age children, and adults to compare the durations of an "eventful" and "uneventful" video, both 1-minute long but durations unknown to subjects. In addition, participants were asked to express the durations of both videos non-verbally with simple hand gestures. Statistical analysis has revealed highly polarized temporal biases in each group, where pre-kindergarteners estimated the duration of the eventful video as "longer." In contrast, the school-age group of children and adults claimed the same about the uneventful video. The tendency to represent temporal durations with a horizontal hand gesture was evident among all three groups, with an increasing prevalence with age. These results support the hypothesis that pre-kindergarten-age children use heuristics to estimate time, and they convert from availability to sampling heuristics between pre-kindergarten and school age.

Neglect in temporal domain: Amelioration following a prismatic adaptation treatment and implications in everyday life. A single case study

As in line bisection, in time bisection, neglect patients fail to process the first/left part of time representation (Mental-Time-Line-MTL) resulting in a rightward shift of the interval midpoint. A leftward shift of spatial attention after one session of prismatic-adaptation (PA) reduces this deficit. The impact on daily life of time deficit is little investigated in neglect. Here we study the time deficit and its ecological impact in an outpatient with neglect (LL) and the effects of a PA-treatment (ten sessions) on the deficit and its impact. Before and after PA-treatment, LL completed a: time-bisection-task assessing the MTL in the milliseconds-seconds range; lifespan-task assessing the MTL in the lifespan range; qualitative interview assessing the impact on daily routines. Patient's performance on the tasks was compared with the performance of non-neurological controls. Before PA-treatment, LL showed a rightward shift in the time-bisection-task and a compression of life events distribution in the lifespan-task. The feeling "to be forward in time" emerged in the interview. The PA-treatment reduced the deficits in the tasks and the feeling "to be forward in time" in the interview. PA-treatment is suggested as a powerful instrument for the reduction of time deficit and its ecological impact in neglect patients.

Social Relationships, Self-Esteem, and Loneliness in Adolescents with Learning Disabilities

OBJECTIVE

Many studies have underlined that students with learning disabilities (LDs) feel that school is their main factor of frustration and reflects on their social reputations, isolation, and sociorelational discomfort. However, the role of LDs in psychosocial outcomes in adolescence is still unclear. In the present study, we explore the differences among three groups of adolescents (adolescents without LDs, adolescents with LDs, and adolescents with LDs who have the support of psychosocial educational intervention) in self-esteem, friendship quality, loneliness, and secrecy.

METHOD

The sample comprised 93 adolescents, 49 males (53%) and 44 females (47%), in the 11-16 age range (M = 13.73; SD = 1.66). Participants completed measures on self-esteem (Multidimensional Self-Concept Scale), friendship quality (Friendship Quality Scale), loneliness (Loneliness and Aloneness Scale for Children and Adolescents), and secrecy (Self-Concealment Scale).

RESULTS

Our findings showed that students with LDs who underwent psychosocial educational intervention felt less parent-related loneliness and showed higher self-esteem than other adolescents regarding interpersonal relationships, their duties, their families, and their bodies.

CONCLUSIONS

The study suggests that having the support of a psychosocial educational intervention could have a role in adolescent psychosocial adjustment.

A Mental Timeline for Duration From the Age of 5 Years Old

Both time and number can be represented in spatial terms. While their representation in terms of spatial magnitude (distance or size) might be innate, their representation in terms of spatial position (left/right or up/down) is acquired. In Western culture, the mental timeline represents past/future events or short/long duration on the left/right sides of space, respectively. We conducted two developmental studies to pinpoint the age at which the mental timeline for duration begins to be acquired. Children (aged 5–6, 8, or 10 years old) and adults performed temporal bisection tasks in which relative spatial position (left/right) was manipulated by either arrow direction (Experiment 1) and/or lateralized stimulus location (Experiments 1 and 2). Results first confirmed previous findings that the symbolic representation of spatial position conveyed by arrow stimuli influences the perception of duration in older children. Both 8 and 10 year olds judged the duration of leftward arrows to be shorter than that of rightward arrows. We also showed for the first time that as long as position is manipulated in a non-symbolic way by the visual eccentricity of the stimuli, then even 5–6 year olds’ perception of duration is influenced by spatial position. These children judged the duration of left-lateralized stimuli to be shorter than that of either right-lateralized or centrally located stimuli. These data are consistent with the use of a mental timeline for stimulus duration from the age of 5 years old, with short duration being represented on the left side of space and long duration on the right. Nevertheless, the way in which left and right were manipulated determined the age at which spatial position influenced duration judgment: physical spatial location influenced duration perception from the age of 5 years old whereas arrow direction influenced it from the age of 8. This age-related dissociation may reflect distinct developmental trajectories of automatic versus voluntary spatial attentional mechanisms and, more generally highlights the importance of accounting for attentional ability when interpreting results of duration judgment tasks.