The development of future thinking: young children's ability to construct event sequences to achieve future goals.
Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities.
Department of Psychology, Rutgers, The State University of New Jersey, New Brunswick, Piscataway, NJ 08854, USA. Electronic address: jprabhak@eden.rutgers.edu.
Janani
J
Prabhakar
Department of Psychology, Rutgers, The State University of New Jersey, New Brunswick, Piscataway, NJ 08854, USA.
Judith A
JA
Hudson
D000367:Age Factors; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D005544:Forecasting; D006040:Goals; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D013850:Thinking
Future-oriented behavior; Goal maintenance; Mental time travel; Planning; Semantic future thinking; Working memory