Reference : Duration perception: A Developmental Semiology from 2:6 to 13 Years, General Population ...
Scientific congresses and symposiums : Unpublished conference
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Human health sciences : Neurology
Human health sciences : Psychiatry
Human health sciences : Pediatrics
Social & behavioral sciences, psychology : Neurosciences & behavior
http://hdl.handle.net/2268/130164
Duration perception: A Developmental Semiology from 2:6 to 13 Years, General Population versus Atypical, Assessment by Parental Questionnaire
English
[fr] Perception de la durée du temps: une sémiologie développementale de 2:6 à 13 ans, population générale versus atypique, par un questionnaire parental d'évaluation
SCHOLL, Jean-Marc mailto [Centre Hospitalier Universitaire de Liège - CHU > > Centre de référence de l'autisme > >]
Philippe, Paule mailto [Centre Hospitalier Universitaire de Liège - CHU > > Centre de référence de l'autisme > >]
Gérard, Paul mailto [Université de Liège - ULg > Département de mathématique > Statistique mathématique >]
Magis, David mailto [Université de Liège - ULg > Département de mathématique > Statistique mathématique >]
Nadel, Jacqueline mailto [University Pierre & Marie Curie of Paris > Hospital Pitié-Salpêtrière > Lab Vulnerability, Adaptation, Psychopathology, Group Development and Psychopathology > Chercher CNRS >]
Ansseau, Marc mailto [Université de Liège - ULg > Département des sciences cliniques > Psychiatrie et psychologie médicale >]
Delvenne, Véronique mailto [Free University of Brussels > Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) > Head of the Department of Child and Adolescent Psychiatry > >]
20-Dec-2012
Communication orale numéro 14 (sur : www.rdvdoc.org)
Yes
No
International
12e Journée des Doctorants
20 décembre 2012
Université Libre de Bruxelles
Bruxelles
Belgique
[en] Perception of Time ; Duration of Time ; Dimensional Semiology ; Parental questionnaire ; Child Development ; assessment
[fr] Perception du temps ; Durée du temps ; Sémiologie dimensionnelle ; Questionnaire parental ; Développement de l'enfant ; Évaluation
[en] Introduction
Perception of duration has a major impact on the child’s ability to manage everyday life. Usually, the perception of time is considered in its sequential component. To our knowledge, possible semiological markers for the capacity to apprehend temporal duration have not yet been explored. There are thus no existing tools either for its evaluation (in everyday life) or for the description of its development during childhood. We are thus largely in the dark about how the perception of duration develops during childhood.
Hypothesis
1) It is possible to track perception of duration using semiological markers in everyday life; 2) Children with developmental disorders can be expected to develop difficulties in this domain.
Method
We designed a questionnaire for parents using a Likert scale. The questionnaire was administered to 2 samples from 2:6 to 13 years: 827 in a general population and 297 in a mixed-psychopathological population recruited from the Mental Health Services network. We carried out a multinomial logistic regression and used percentiles curves (P5,50,95).
Results
In the general population, perception of duration is gradually acquired and full competence is attained by 9 years. The apprehension of sequential time is achieved by 4 years.
In the psychopathological sample, mean perception of temporal duration is delayed by 18 months and significant difficulties remain even at 13 years. The apprehension of sequential time is also delayed: even at 13 years it remains low (at percentile 95).
We have found no sex-related differences.
Discussion
Perception of duration is an important developmental feature which has not been taken into account until now. Semiological markers can be used to differentiate typically developing children from clinical populations as to their respective capacities to perceive temporal duration.
Thèse de doctorat en sciences médicales: recherche sémiologique dimensionnelle et développementale en pédopsychiatrie
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/130164

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