Abstract
Two studies with 92 children were conducted to describe 4- through 8-year-olds' knowledge of the distances of daily activities and of annual events in the future. Children were tested on a task that used a linear representation of the future. At each age, a substantial number of children responded on the daily-activities task as if they ignored the present reference time and judged the cards according to their earliness within the waking day. However, when separated from this morning-reference group, the remaining 4- and 5-year-olds significantly differentiated events according to their distances in the future. In this present-reference group, 7- and 8-year-olds showed greater differentiation of the future distances of daily activities than of annual events. Results demonstrate that a sense of the future depends on the specific representations available for each of a number of different time patterns.
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