Abstract
The purpose of this research was to determine the relationship between the development of spatial and temporal location. The research was based on the distinction between mono-referential and bi-referential location, where mono-referential location involves the relationship between an object/event to-be-located and a single reference object/time with intrinsic spatial/temporal properties, and bi-referential location requires a projective/sequential relationship between two referential objects/times. A sentence-picture matching task was constructed having four types of problems combining time and space with mono-/bi-referential relationships. Twelve American children were tested at each of three age levels: 2;6, 4;6, and 6;6. At 2;6, the children failed the bi-referential problems and passed the mono-referential problems. By 4;6, children showed an advantage of space over time, and in addition to the mono-referential problems, they also passed the bi-referential space problems. At 6;6, the children passed all of the problems. Changes in the spatial and temporal linguistic systems were related to cognitive development in the linguistic and non-linguistic domains.
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