Christoph Hoerl

Temporal binding refers to a phenomenon whereby the time interval between a cause and its effect is perceived as shorter than the same interval separating two unrelated events. We examined the developmental profile of this phenomenon by comparing the performance of groups of children (aged 6-7-, 7-8-, and 9-10- years) and adults on a novel interval estimation task. In Experiment 1, participants made judgments about the time interval between i) their button press and a rocket launch, and ii) a non-causal predictive signal and rocket launch. In Experiment 2, an additional causal condition was included in which participants made judgments about the interval between an experimenter’s button press and the launch of a rocket. Temporal binding was demonstrated consistently and did not change in magnitude with age: estimates of delay were shorter in causal contexts for both adults and children. Additionally, the magnitude of the binding effect was greater when participants themselves were the cause of an outcome compared to when they were mere spectators. This suggests that although causality underlies the binding effect, intentional action may modulate its magnitude. Again, this was true of both adults and children. Taken together, these results are the first to suggest that the binding effect is present and developmentally constant from childhood into adulthood.

Children’s future-oriented cognition has become a well-established area of research over the last decade. Future-oriented cognition encompasses a range of processes, including those involved in conceiving the future, imagining and preparing for future events, and making decisions that will affect how the future unfolds. We consider recent empirical advances in the study of such processes by outlining key findings that have yielded a clearer picture of how future thinking emerges and changes over childhood. Our interest in future thinking stems from a broader interest in temporal cognition, and we argue that a consideration of developmental changes in how children understand and represent time itself provides a valuable framework in which to study future-oriented cognition.

Although it has long been known that time is a cue to causation, recent work with adults has demonstrated that causality can also influence the experience of time. In causal reordering (Bechlivanidis & Lagnado, 2013, 2016) adults tend to report the causally consistent order of events, rather than the correct temporal order. However, the effect has yet to be demonstrated in children. Across four pre-registered experiments, 4- to 10-year-old children (N=813) and adults (N=178) watched a 3-object Michotte-style ‘pseudocollision’. While in the canonical version of the clip object A collided with B, which then collided with object C (order: ABC), the pseudocollision involved the same spatial array of objects but featured object C moving before object B (order: ACB), with no collision between B and C. Participants were asked to judge the temporal order of events and whether object B collided with C. Across all age groups, participants were significantly more likely to judge that B collided with C in the 3-object pseudocollision than in a 2-object control clip (where clear causal direction was lacking), despite the spatiotemporal relations between B and C being identical in the two clips (Experiments 1—3). Collision judgements and temporal order judgements were not entirely consistent, with some participants—particularly in the younger age range—basing their temporal order judgements on spatial rather than temporal information (Experiment 4). We conclude that in both children and adults, rather than causal impressions being determined only by the basic spatial-temporal properties of object movement, schemata are used in a top-down manner when interpreting perceptual displays.

It is well established that the temporal proximity of two events is a fundamental cue to causality. Recent research with adults has shown that this relation is bidirectional: events that are believed to be causally related are perceived as occurring closer together in time—the so‐called temporal binding effect. Here, we examined the developmental origins of temporal binding. Participants predicted when an event that was either caused by a button press, or preceded by a non‐causal signal, would occur. We demonstrate for the first time that children as young as 4 years are susceptible to temporal binding. Binding occurred both when the button press was executed via intentional action, and when a machine caused it. These results suggest binding is a fundamental, early developing property of perception and grounded in causal knowledge.

Temporal binding occurs when people observe two events that they believe to be causally connected: They underestimate the length of the interval between those two events, when compared with their estimates of the length of intervals between events they believe to be causally unrelated. I discuss temporal binding in the context of Dennett and Kinsbourne’s (Behavioral and Brain Sciences, 15(2), 183–201, 1992) influential argument levelled at what they call ‘Cartesian Materialism’. In particular, I argue that Dennett and Kinsbourne’s argument trades on a representational conception of perceptual experience, which blurs the boundary between perception and judgement, and that temporal binding can serve as a case study for developing an alternative, relational, conception of perceptual experience and of its relation to judgement. Based on research on the mechanisms underlying temporal binding, I provide an explanation of the phenomenon in which perception and judgement play clearly distinct roles.

We focus on three main sets of topics emerging from the commentaries on our target article. First, we discuss several types of animal behavior that commentators cite as evidence against our claim that animals are restricted to temporal updating and cannot engage in temporal reasoning. In doing so, we illustrate further how explanations of behavior in terms of temporal updating work. Second, we respond to commentators’ queries about the developmental process through which children acquire a capacity for temporal reasoning and about the relation between our account and accounts drawing similar distinctions in other domains of cognition. Finally, we address some broader theoretical issues arising from the commentaries, concerning in particular the question as to how our account relates to the phenomenology of experience in time, and the question as to whether our dichotomy between temporal reasoning and temporal updating is exhaustive, or whether there might be other forms of cognition or representation related to time not captured by it.

We outline a dual systems approach to temporal cognition, which distinguishes between two cognitive systems for dealing with how things unfold over time – a temporal updating system and a temporal reasoning system – of which the former is both phylogenetically and ontogenetically more primitive than the latter, and which are at work alongside each other in adult human cognition. We describe the main features of each of the two systems, the types of behavior the more primitive temporal updating system can support, and the respects in which it is more limited than the temporal reasoning system. We then use the distinction between the two systems to interpret findings in comparative and developmental psychology, arguing that animals operate only with a temporal updating system and that children start out doing so too, before gradually becoming capable of thinking and reasoning about time. After this, we turn to adult human cognition and suggest that our account can also shed light on a specific feature of our everyday thinking about time that has been the subject of debate in the philosophy of time, which consists in a tendency to think about the nature of time itself in a way that appears ultimately self-contradictory. We conclude by considering the topic of intertemporal choice, and argue that drawing the distinction between temporal updating and temporal reasoning is also useful in the context of characterising two distinct mechanisms for delaying gratification.

Philosophers frequently comment on the intimate connection there is between something’s being present in perceptual experience and that thing’s being, or at least appearing to be, temporally present. Yet, there is relatively little existing work that goes beyond asserting such a connection and instead examines its specific nature. In this paper, I suggest that we can make progress on the latter by looking at two more specific debates that have hitherto been conducted largely isolation from each other: one about the nature of conscious experience and one about the nature of time itself. The first concerns the extent to which the temporal properties of experience form an exception to the transparency of experience, meaning that introspection can provide support for one particular view of how experience itself is structured temporally; the second concerns the question as to whether there is something about experience that gives us grounds for thinking that the present is somehow metaphysically special. As I argue, the idea of a connection between experiential presence and temporal presence plays a key background role in each of these debates. Yet it can also, in each of them, be seen to draw one side towards making claims that are supposed to express an important truth but are at the same time, on the face of it, self-contradictory. In each case, resolving what it actually is that these claims are trying to get at turns on recognizing a distinctive feature of perceptual experience, which I refer to as its lack of temporal viewpointedness. Recognising this feature also helps in making sense of what the issues at stake actually are in the intuition of an intimate connection between experiential presence and temporal presence.

In the literature on episodic memory, one claim that has been made by a number of psychologists, and that is also at least implicit in some of the accounts given by philosophers, is that being able to recollect particular past events in the distinctive way afforded by episodic memory requires the possession of aspects of a theory of mind, such as a grasp of the relationship between one’s present recollective experience and one’s own past perceptual experience of the remembered event. In this paper, I re-examine what connection, if any, there is between episodic memory and theory of mind. I first criticize the dominant way in which this connection has been construed theoretically, which – perhaps influenced by other aspects of theory of mind research – has sought to link the possession of episodic memory primarily with a grasp of the idea of representation, or the idea of informational access. I then argue for a novel, alternative, way of connecting episodic memory and theory of mind, which focuses on the category of an experience, and on the role a grasp of that category might be seen to play in episodic recollection. In doing so, I also draw attention to a dimension of our understanding of the mental which remains as yet underexplored in the literature on theory of mind.

There seems to be a distinctive way in which we can remember events we have experienced ourselves, which differs from the capacity to retain information about events that we can also have when we have not experienced those events ourselves but just learned about them in some other way. Psychologists and increasingly also philosophers have tried to capture this difference in terms of the idea of two different types of memory: episodic memory and semantic memory. Yet, the demarcation between episodic memory and semantic memory remains a contested topic in both disciplines, to the point of there being researchers in each of them who question the usefulness of the distinction between the two concepts. In this paper, I outline a new characterization of the difference between episodic memory and semantic memory, which connects that difference to what is sometimes called the ‘epistemic asymmetry’ between the past and the future, or the ‘epistemic arrow’ of time. My proposal will be that episodic memory and semantic memory exemplify the epistemic asymmetry in two different ways, and for somewhat different reasons, and that the way in which episodic memory exemplifies the epistemic asymmetry is manifest to the remembering subject in a way in which this is not the case for semantic memory.

Previous studies of children’s counterfactual reasoning have focused on scenarios in which a single causal event yielded an outcome. However, there are also cases in which an outcome would have occurred even in the absence of its actual cause, because of the presence of a further potential cause. In this study, 152 children aged 4-9 years reasoned counterfactually about such scenarios, in which there were ‘doubly-determined’ outcomes. The task involved dropping two metal discs down separate runways, each of which was sufficient to knock over a toy pig. One of the runways was shorter than the other, meaning that one of the discs actually knocked over the pig whereas the other always arrived too late to do so. Children were asked whether the pig would have been knocked over in the absence of the first metal disc descending the runway. We found that children could accurately answer such counterfactual questions by 6-7 years.

A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged 2 to 3 years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the past or future is something that changes as time passes and varies with temporal perspective. Around 4 to 5 years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system.

How are causal judgements such as 'The ice on the road caused the traffic accident' connected with counterfactual judgements such as 'If there had not been any ice on the road, the traffic accident would not have happened'? This volume throws new light on this question by uniting, for the first time, psychological and philosophical approaches to causation and counterfactuals. Traditionally, philosophers have primarily been interested in connections between causal and counterfactual claims on the level of meaning or truth-conditions. More recently, however, they have also increasingly turned their attention to psychological connections between causal and counterfactual understanding or reasoning. At the same time, there has been a surge in interest in empirical work on causal and counterfactual cognition amongst developmental, cognitive, and social psychologists--much of it inspired by work in philosophy. In this volume, twelve original contributions from leading philosophers and psychologists explore in detail what bearing empirical findings might have on philosophical concerns about counterfactuals and causation, and how, in turn, work in philosophy might help clarify the issues at stake in empirical work on the cognitive underpinnings of, and relationships between, causal and counterfactual thought.

Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were successful on a simplified version of the task in which they were able to observe the events although not their consequences. Study 3 found that older children had difficulties with the original task even when provided with cues to attend to order information. However, 5-year-olds performed successfully in Study 4, in which the causally relevant event was made more salient.

An account of the development of temporal understanding is proposed which links such understanding with the development of episodic memory. We distinguish between different ways of representing time in terms of the kinds of temporal frameworks they involve. Distinctions are made between frameworks that are perspectival or nonperspectival and those that represent recurrent sequences or particular times. Even primitive temporal understanding integrates both perspectival and nonperspectival components. However, since early frameworks are event-based and localized, they are not yet sufficient for episodic memory in that they do not enable the child to think of events as having occurred at particular points in time. We describe the emergence of new kinds of frameworks in terms of the development of temporal decentering. Two levels of temporal decentering are distinguished, with the higher level involving an appreciation of how event representations depend on one's temporal perspective.

Variants of the slogan that a succession of experiences does not amount to an experience of succession are commonplace in the philosophical literature on temporal experience. I distinguish three quite different arguments that might be captured using this slogan: the individuation argument, the unity argument, and the causal argument. Versions of the unity and the causal argument are often invoked in support of a particular view of the nature of temporal experience sometimes called intentionalism, and against a rival view sometimes called extensionalism. I examine these arguments in light of the individuation argument. In particular, I show that the individuation argument is, at least prima facie, neutral between those two views of temporal experience; and once the individuation argument is in place, the unity and causal argument also lose their force against extensionalism

At the centre of Arthur Prior’s ‘Thank goodness’ argument for the A-theory of time is a particular form of relief. Time must objectively pass, Prior argues, or else the relief felt when a painful experience has ended is not intelligible. In this paper, I offer a detailed analysis of the type of relief at issue in this argument, which I call temporal relief, and distinguish it from another form of relief, which I refer to as counterfactual relief. I also argue that existing discussions of the ‘Thank goodness’ argument—including Prior’s own—fail to give a satisfactory account of temporal relief, and that it needs to be seen as an emotion linked to the ability to engage in fairly sophisticated forms of planning. I also suggest that this has an impact on Prior’s claim that the idea of points in time plays no fundamental role in the semantic analysis of tenses

The authors examined cue competition effects in young children using the blicket detector paradigm, in which objects are placed either singly or in pairs on a novel machine and children must judge which objects have the causal power to make the machine work. Cue competition effects were found in a 5- to 6-year-old group but not in a 4-year-old group. Equivalent levels of forward and backward blocking were found in the former group. Children's counterfactual judgments were subsequently examined by asking whether or not the machine would have gone off in the absence of I of 2 objects that had been placed on it as a pair. Cue competition effects were demonstrated only in 5- to 6-year-olds using this mode of assessing causal reasoning

In apparent motion experiments, participants are presented with what is in fact a succession of two brief stationary stimuli at two different locations, but they report an impression of movement. Philosophers have recently debated whether apparent motion provides evidence in favour of a particular account of the nature of temporal experience. I argue that the existing discussion in this area is premised on a mistaken view of the phenomenology of apparent motion and, as a result, the space of possible philosophical positions has not yet been fully explored. In particular, I argue that the existence of apparent motion is compatible with an account of the nature of temporal experience that involves a version of direct realism. In doing so, I also argue against two other claims often made about apparent motion, viz. that apparent motion is the psychological phenomenon that underlies motion experience in the cinema, and that apparent motion is subjectively indistinguishable from real motion.

It is sometimes claimed that non-human animals (and perhaps also young children) live their lives entirely in the present and are cognitively ‘stuck in time’. Adult humans, by contrast, are said to be able to engage in ‘mental time travel’. One possible way of making sense of this distinction is in terms of the idea that animals and young children cannot engage in tensed thought, which might seem a preposterous idea in the light of certain findings in comparative and developmental psychology. I try to make this idea less preposterous by looking into some of the cognitive requirements for tensed thought. In particular, I suggest that tensed thought requires a specific form of causal understanding, which animals and young children may not possess.

The notion of the absolute time-constituting flow plays a central role in Edmund Husserl’s analysis of our consciousness of time. I offer a novel reading of Husserl’s remarks on the absolute flow, on which Husserl can be seen to be grappling with two key intuitions that are still at the centre of current debates about temporal experience. One of them is encapsulated by what is sometimes referred to as an intentionalist (as opposed to an extensionalist) approach to temporal experience. The other centres on the thought that temporal experience itself necessarily unfolds over time. I show how some of Husserl’s more enigmatic-sounding remarks about the absolute flow become intelligible if they are read as attempts to accommodate both these intuitions at the same time. However, I also question whether Husserl ultimately provides good reasons for preferring his intentionalist approach to a rival extensionalist one.

This article reviews some recent research on the development of temporal cognition, with reference to Weist's (1989) account of the development of temporal understanding. Weist's distinction between two levels of temporal decentering is discussed, and empirical studies that may be interpreted as measuring temporal decentering are described. We argue that if temporal decentering is defined simply in terms of the coordination of the temporal locations of three events, it may fail to fully capture the properties of mature temporal understanding. Characterizing the development of mature temporal cognition may require, in addition, distinguishing between event-dependent and event-independent thought about time. Experimental evidence relevant to such a distinction is described; these findings suggest that there may be important changes between 3 and 5 years in children's ability to think about points in time independently of the events that occur at those times.

In the recent literature on episodic memory, there has been increasing recognition of the need to provide an account of its adaptive function. In this context, it is sometimes argued that episodic memory is critical for certain forms of decision making about the future. We criticize existing accounts that try to give episodic memory a role in decision making, before giving a novel such account of our own. This turns on the thought of a link between episodic memory and the emotion of regret. We discuss how both experienced and anticipated regret can have a distinctive influence on decision making, and argue that the ability to recollect past events in episodic memory underpins the capacity to engage in the sophisticated types of mental time travel recruited in experiencing and anticipating regret.

I describe and discuss one particular dimension of disagreement in the philosophical literature on episodic memory. One way of putting the disagreement is in terms of the question as to whether or not there is a difference in kind between remembering seeing x and remembering what x looks like. I argue against accounts of episodic memory that either deny that there is a clear difference between these two forms of remembering, or downplay the difference by in effect suggesting that the former contains an additional ingredient not present in the latter, but otherwise treating them as the same thing. I also show that a recent ‘minimalist’ approach to episodic memory (Clayton & Russell in Neuropsychologia 47 (11): 2,330–2,340, 2009; Russell & Hanna in Mind & Language 27 (1): 29–54, 2012) fails to give a satisfactory explanatory account of the difference between the two types of remembering. I finish by sketching an alternative approach to episodic memory, which turns on the idea that episodic recollection recruits a specific form of causal reasoning that provides for a concrete sense in which remembered events are remembered as belonging to the past