{'fraction_non_alphanumeric': 0.01642935377875137, 'fraction_numerical': 0.00547645125958379, 'mean_word_length': 4.973856209150327, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The development of children's knowledge of temporal structure.

Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models.