Daily Time-Place Learning in Young Children

Abstract

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day.