The Development of episodic cognition and mental time travel in turkish preschoolers: what, where, and when

Ünal, Gülten
The goal of the present study is to investigate the development of episodic cognition and mental time travel and their relation with Working Memory, language ability, and counter-factual thinking in Turkish preschoolers (age range: 3 to 5 years). Overall, in order to investigate these concepts, we developed two main tasks: (1) a what-where-when (www) memory task that tests episodic memory of the past, (2) a future prediction task that tests episodic future thinking (mental time travel) and five additional tasks as possible predictors: (3) a story telling task which measures the development of the usage of the future-tense, (4) the Day-Night Stroop Task, (5) the Corsi Block Tapping Task, (6) a counter-factual thinking task, and (7) a questionnaire asking incidental episodic memory questions about the events related to the testing session. The results indicated that the main tasks and additional tasks developed significantly by age. The regression results showed that the www task depends mainly on executive functioning and episodic memory for younger children, while these predictors disappear for older children. For the future-prediction task, while the performances of 3-year-olds seem to depend on executive functioning and visuo-spatial abilities, none of the additional tasks seem predictive for the 4-year-olds indicating a process of re-organization. As for the 5-year-olds, linguistic abilities become more predictive indicating that episodic future thinking might later depend more on linguistic sources.


The cognitive bases of the development of past and future episodic cognition in preschoolers
ÜNAL, GÜLTEN; Hohenberger, Annette Edeltraud (2017-10-01)
The aim of this study was to use a minimalist framework to examine the joint development of past and future episodic cognition and their underlying cognitive abilities in 3- to 5-year-old Turkish preschoolers. Participants engaged in two main tasks, a what-where-when (www) task to measure episodic memory and a future prediction task to measure episodic future thinking. Three additional tasks were used for predicting children's performance in the two main tasks: a temporal language task, an executive functio...
The Relationship between Source Memory and Linguistic Encoding of Source: A Study of 3-6 year-olds
Ogel-Balaban, Hale; Aksu-Koc, Ayhan; Alp, I. Ercan (2012-12-01)
This study aimed to explore whether the development of source memory is related to the use of linguistic markers of evidentiality. Eighty-seven 3-, 4-, 5-, and 6-year-old Turkish-speaking monolingual children participated in two source memory tasks: (1) Mode of Knowledge Acquisition Task and (2) Source Identification Task, and three language tasks (1) Direct Experience Task, (2) Inference Task and (3) Reportative Task. Results of the source memory tasks revealed lower performance for 3-year-old children com...
An Investigation of young children’s informal fraction knowledge
Utku, Burcu; Olgan, Refika; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to investigate five-year-old children’s informal knowledge about basic fraction concept in terms of part-whole relationship, one-half, one-third and quarter concept. The sample of the study consisted of 27 preschool age children living in Çankaya district of Ankara. The research has been realized by qualitative design and data were collected through interviews in one-to-one settings. The interview questions were prepared by the researcher under the supervision of both early chi...
The Use of Episodic and Semantic Memory Systems in Classroom Context
Elibol Pekaslan, Nur; Şahin Acar, Başak (null; 2018-01-06)
This study aimed to examine freshmen and senior college students' episodic and semantic memory use in classroom context regarding short and long time delays and college experience level. Data were collected in 2014 and 2017, right after students' final exams (T1) and 5 weeks later (T2). Students were given exemplar questions from their final exams and asked whether they remembered a specific learning episode (episodic memory), if they knew the information (semantic memory), or they guessed the answer while ...
The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics
Yilmaz, Diba; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2011-01-01)
The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). ...
Citation Formats
G. Ünal, “The Development of episodic cognition and mental time travel in turkish preschoolers: what, where, and when,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.