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  1.  11
    The Development of Temporal Concepts: Linguistic Factors and Cognitive Processes.Meng Zhang & Judith A. Hudson - 2018 - Frontiers in Psychology 9.
    Temporal concepts are fundamental constructs of human cognition, but the trajectory of how these concepts emerge and develop is not clear. Evidence of children’s temporal concept development comes from cognitive developmental and psycholinguistic studies. This paper reviews the linguistic factors (i.e., temporal language production and comprehension) and cognitive processes (i.e., temporal judgment and temporal reasoning) involved in children’s temporal conceptualization. The relationship between children’s ability to express time in language and the ability to reason about time, and the challenges and (...)
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  2.  57
    The time travelling self: Comparing self and other in narratives of past and future events.Azriel Grysman, Janani Prabhakar, Stephanie M. Anglin & Judith A. Hudson - 2013 - Consciousness and Cognition 22 (3):742-755.
    Mental time travel research emphasizes the connection between past and future thinking, whereas autobiographical memory research emphasizes the interrelationship of self and memory. This study explored the relationship between self and memory when thinking about both past and future events. Participants reported events from the near and distant past and future, for themselves, a close friend, or an acquaintance. Past events were rated higher in phenomenological quality than future events, and near self events were rated higher in quality than those (...)
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    From temporal updating to temporal reasoning: Developments in young children's temporal representations.Estelle M. Y. Mayhew, Meng Zhang & Judith A. Hudson - 2019 - Behavioral and Brain Sciences 42.
    Evidence from our research on young children's temporal understanding supports Hoerl & McCormack's view that young children rely on a temporal updating system to change representations over time. We propose that the shift from temporal updating to temporal reasoning is enabled by children's expanding representations of event sequences, along with developments in language, memory, and other cognitive competencies.
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    Interpretation based on richness of experience: Theory development from a social-constructivist perspective.Arlene S. Walker-Andrews & Judith A. Hudson - 2004 - Behavioral and Brain Sciences 27 (1):128-129.
    The view that children's understanding of mind is constructed through social interaction is consistent with other social-constructivist models. We provide examples of similar claims in research on emotion perception, pretense understanding, autobiographical memory, and event knowledge. Identification of common elements from such socio-cultural perspectives may lead to greater theoretical integration and provide a new framework for exploring human development.
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