| Abstract: | Competing hypotheses about the acquisition of terms that refer to relationships in both time and space are tested. One hypothesis is that the language of time is acquired as a spatial metaphor; consequently, such terms will be acquired in their spatial sense first. The competing hypothesis is that differential experience with the dual senses of each term will result in different patterns of acquisition, depending upon which sense is dominant in actual usage. Comprehension of before-after, first-last, and ahead-behind by 4- to 6-year-olds was assessed in spatial, temporal, and spatial-temporal meaning tasks. Results support the second view: there is no consistent order of acquisition; the sense acquired first is the dominant sense, as determined by both linguistic evidence and empirical survey. |
