Department of School Education, Joetsu University of Education, Joetsu 943-8512, Japan.
J Exp Child Psychol. 2011 Aug;109(4):397-411. doi: 10.1016/j.jecp.2011.03.005. Epub 2011 Apr 16.
This study investigated the development of the ability to reflect on one's personal past and future. A total of 64 4- to 6-year-olds received tasks of delayed self-recognition, source memory, delay of gratification, and a newly developed task of future-oriented action timing. Although children's performance on delayed self-recognition, source memory, and action timing improved with age, their performance on delay of gratification did not. Children's errors in source memory and action timing were solely and strongly associated with each other in older children (5-6years) even after controlling for age and verbal ability. Results are discussed in terms of mental time travel underlying episodic memory and future thinking that includes both the projection of oneself into the past and future and the appreciation of events' temporal relations.
本研究调查了反思个人过去和未来的能力的发展。总共 64 名 4 至 6 岁的儿童接受了延迟自我识别、来源记忆、延迟满足和新开发的未来导向行为计时任务的测试。尽管儿童在延迟自我识别、来源记忆和行为计时方面的表现随着年龄的增长而提高，但他们在延迟满足方面的表现并没有提高。即使在控制年龄和语言能力后，年龄较大的儿童（5-6 岁）的来源记忆和行为计时错误仍然彼此强烈相关。研究结果从涉及情景记忆和未来思维的心理时间旅行的角度进行了讨论，其中包括将自己投射到过去和未来以及欣赏事件时间关系。
