Abstract
36 normal and retarded children, matched for MA at three levels (6, 9, and 11, ns = 6 each), were tested for understanding of the time concepts of simultaneity, equality of synchronous intervals, and order of events. For both normals and retardates, active ordering of observed events was more difficult than understanding of simultaneity or of equality of synchronous intervals in observed demonstrations. Understanding of time concepts increased steadily with increases in MA, and a sequential order of development in rime concepts was indicated. Children at lower MAs understood simultaneity and equality of synchronous intervals better than active ordering of events, whereas at higher MAs these concepts were understood essentially equally. A slower rate of development by retardates than by normals was suggested by the results, but unequivocal acceptance of this finding was cautioned against due to confounding of IQ with MA level in the retarded Ss.
Published Version
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