Changes in the child's comprehension of simultaneity and sequence

Abstract

This study investigates the comprehension of various terms used to specify the sequence and simultaneity of two instants, and the claim that there is a cognitive basis for this acquisition. Two groups of subjects, aged between 4-5 and 6-7 years, respectively, were assessed in terms of their comprehension of six temporal pattern. Each pattern consisted of two durations, and was presented to the subject in two formats: as a verbal description, and as a physical demonstration. The description used either the terms first, last, and together (categorical terms) or the terms before, after, and at the same time as (relative terms). Each pattern was defined in three contexts: by the onset and offset..