AEPEA 7th European Congress Brussels, 8-9-10th may 2014

Des indices de la perception du temps à son implication dans le quotidien. L’évolution développementale de la perception de la durée.

Jean-Marc Scholl5, Paule Philippe5, David Magis3, Jacqueline Nadel4, Marc Ansseau2, Véronique Delvenne1

1Department of Child and Adolescent Psychiatry - HUDERF (ULB)2Laboratory of Clinical Psychiatry and Medical Psychology Research (ULg)3Department of Education (ULg)4Laboratory for Vulnerability, Adaptation, Psychopathology, Group Development and Psychopathology, Pitié-Salpêtrière Hospital, Pierre & Marie Curie University, Paris (CNRS)5Autism Reference Center Liège, CHU (Ulg)

Markers of perception of time in its implication in everyday life. The development of the perception of duration.

Jean-Marc Scholl – ULg [email protected]

Véronique Delvenne – ULB

AEPEA 7th European CongressBrussels, 8-9-10th may 2014

Perception of time in childhood

an impact in everyday life

the child: - feels a constant need to revisit the day’s schedule - is confused if there is a change in the day’s organization - asks repeatedly when a given activity will occur - has difficulty identifying his or her temporal location

within the day - doesn’t estimate the time needed to perform a given

activity - …

Jean-Marc Scholl ([email protected])

How a clinician could apprehend the perception of time of a child in everyday life?

Does the child apprehend one or different dimensions of the time?

How is the Developmental evolution of the child’s Capacity for time-perception?

Are there semiological markers to track the perception of time in everyday life?


In everyday life

Does the child apprehend one or different dimensions of time?

-- the Sequential Time tied with executive functions

-- the Duration of Time

NB Historically : controversy, Jean Piaget (1896-1980): required hypothetical-deductive

reasoning Paul Fraisse (1911-1986): a direct intuition of duration

In everyday life

How is the Developmental evolution of the child’s Capacity for time-perception?

-- the Sequential Time acquisition at 3 – 5 years

-- the Duration of Time ???

How could a clinician apprehend the perception of time of a child in everyday surroundings?

Are there semiological markers to track the perception of time in everyday life?

-- the Sequential Time subtests-batteries for children (KaTid, WISC, NEPSY…)

but not in everyday life

-- the Duration of Time ???

Cl: No tools and no parental questionnaires

In the dark about

the Duration of Time

the Developmental evolution of the child’s Capacity

Semiological markers to track the perception of time in everyday life

No Tools and no parental questionnaire

But a major impact for the child

The research

Aim a developmental and dimensional semiology of the perception of time

Hypothesis It is possible to track perception of duration using semiological markers in everyday life Children with developmental disorders can be expected to develop

difficulties in time perception

Methodology

A parental questionnaire 25 items, targeting at Duration and Sequential time 5-degree Likert scales

Recruitment a general population of 827 children from 2:6 to 13:0 years 297 in a mixed-psychopathological population

Statistical Method

NB Usually: studies compare different sub-groups (Ex. 2:6-4:9 / 5:3-7:6 / 8:0-10:3 / 10:9-13:0 years)

NB A developmental research: the median developmental trajectories as variable from child to child

Here: The aim: to capture, for each marker, in each population, their developmental differences in expression from 2:6 to 13:0 years

a multinomial logistic regression (in the continuous of ages) percentile curves: P5,P50,P95

A qualitative study with a quantitative method A developmental and dimensional semiology

Q 20: Does your child “feel” how long a certain amount of time will last? For example, a period corresponding to 10 minutes, 1 hour, or 2 hours? Is this the case when, say, you tell him or her to wait for 10 minutes before leaving for the pool?

never □ rarely □ sometimes □ often □ always

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q20 Ty

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q20 Aty

Q 20: Votre enfant « sent-il » ce que durera un certain laps de temps, par exemple un temps correspondant à 10 minutes, 1 heure, 2 heures, quand vous lui dites par exemple d’attendre 10 minutes avant de partir à la piscine ?

□ jamais □ rarement □ parfois □ souvent □ toujours

Typical population Atypical population

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q18 Ty

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q18Aty

Q18: Does your child spontaneously and without needing to look at a watch “feel” that it will soon be time to stop an activity currently underway? (For example, does he or she spontaneously feel the approaching end of the swimming lesson? Does he or she interrupt a game in time to watch a favorite television program?)

never □ rarely □ sometimes □ often □ always

Q18: Spontanément, sans avoir besoin de regarder l’heure, votre enfant « sent-il » qu’une activité en cours approche de l’heure où on va devoir l’arrêter ? (par exemple, spontanément

il ressent l’approche de la fin de l’heure de piscine ; il interrompt à temps son jeu pour aller regarder son émission favorite à la TV)

□ jamais □ rarement □ parfois □ souvent □ toujours

Q22: In performing activities that involve a series of precisely ordered steps, does your child tend to forget or mix up the steps? For example, when getting dressed, or bathing a doll (which he or she may have forgotten to undress first), or assembling a model? □ never (he or she always does all the steps in the right order without forgetting any) □ rarely □ sometimes □ often □ always (he or she does them in a disordered fashion and forgets some)

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q22 Ty

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentile Curves

P5% P50% P95%

Age in Months

Q22 Aty

Q22: Dans des activités qui nécessitent des étapes dans un ordre précis, a-t-il tendance à oublier ou à inverser des étapes ? Par exemple, lorsqu’il s’habille, en donnant un bain à sa poupée encore habillée, lors du montage d’une maquette,… ?□ jamais (il les fait toujours dans l'ordre, sans oubli) □ rarement □ parfois □ souvent □ toujours (il les fait dans le désordre avec des oublis)

Q4: Is your child lost when the program for his or her day is changed? □ never □ rarely □ sometimes □ often □ always

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentiles Curves

P5% P50% P95%

Age in Months

Q4 Ty

0 24 48 72 96 120 144 168 1920

1

2

3

4

5

6

Percentiles Curves

P5% P50% P95%

Age in Months

Q4 Aty

Q4: Est-il perdu quand on change le programme de sa journée ?□ jamais □ rarement □ parfois □ souvent □ toujours

Results in the general population

Duration’s perception and sequential time’s perception have two different Developmental evolutions

1) the duration’s perception is gradually acquired in a continuous between 2:6-12:0 years;

2) by 9:0 years, the majority of children have full mastery of this capacity,

3) and from 13:0 years on, all children have acquired it.

1) the sequential time’s perception begins at an early age 2) and reaches a near maximum at 4:0 years.

Results

In the psychopathological sample mean duration’s perception is delayed by 18 months

and significant difficulties remain even at 13 years sequential time is also delayed: even at 13 years it remains low (at percentile 95)

Confirm a significant retardation in the development of the perception of time in a mixed psychopathological population.

In the dark, to a new light

the Duration of Time

the Developmental evolution of the child’s Capacity

Semiological markers to track the perception of time in everyday life

a parental questionnaire


Des indices de la perception du temps à son implication dans le quotidien. L’évolution développementale de la perception de la durée.

Markers of perception of time in its implication in everyday life. The development of the perception of duration.

Jean-Marc Scholl – ULg [email protected]

Véronique Delvenne – ULB

AEPEA 7th European CongressBrussels, 8-9-10th may 2014

Documents

AEPEA 7th European Congress Brussels, 8-9-10th may 2014