Przeczytaj artykuł pt. Why children perceive time slower than adults

Kids don't studyuczyć się time much. Understandingzrozumienie how they see time might help us be happier.

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The perceptionpercepcja of time among children remains a largely unexplored area of studyw dużej mierze niezbadany obszar badań. Gaining insight intozdobywanie wglądu w their temporalczasowy experience could be crucial for enhancing overall human well-being.

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Children's perceptionpercepcja of time is relatively understudiedmało zbadany. Learning to see time through their eyeswidzieć czas ich oczami may be fundamentalfundamentalny to a happier human experience.

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My family talks a lot about when time feelswydaje się fast or slow.

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My family is deeply engagedzaangażowany in discussions regarding the moments when time seems to pass most swiftlyszybko or sluggishlypowoli.

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My householdgospodarstwo domowe is absorbed inpochłonięty debate over when time goes the fastest or slowestczas płynie najszybciej lub najwolniej.

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"The time moves the slowest when we are in the car!" exclaims my son enthusiasticallyz entuzjazmem.

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"Slowest in the car!" yellskrzyczy my son.

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"No wayNie ma mowy!" says my daughter. "I have too much to do for time to go slow, but maybe on weekends when we sit on the sofasofa and watch movies."

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"Never!" repliesodpowiada my daughter. "I'm too busy for time to go slowzwolnić, but maybe on weekends when we are on the sofa watching moviesna kanapie oglądając filmy."

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"Absolutely not!" my daughter retortsodpowiada stanowczo. "I have far too much on my platemieć zbyt wiele na głowie to allow time to dragdłużyć się, although perhaps on weekends when we can relax on the couchrelaksować się na kanapie watching films."

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They both think the same thing; they say that the days after Christmas and their birthdays go bymijać slowly and sadly because they know they have to wait another 365 days to celebrateświętować again. At their age, the years feel like they go ontrwać forever.

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There exists a shared understandingwspólne zrozumienie; both children concurzgadzać się that the days following Christmas and their birthdays meanderwić się by in a drearyponury manner as the realization sets in that they must endure another 365 days before they can celebrate again. At their tender agemłody wiek, the years appear to stretch on interminablyniekończąco się.

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There's some consensuskonsensus too; they both agree that the days after Christmas and their birthdays dawdle byociągać się gloomilyponuro as it dawns on themdociera do nich they have to wait another 365 days to celebrate once more. Years seem to drag onciągnąć się endlessly at their age.

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I remember that feeling well; the summer holidays were full of playing in the water, jumping on the freshlyświeżo cut grass, and the clothes drying on the line while the sun was shining. At those times, it really felt like time moved slowlyporuszał się powoli.

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It's a feeling I remember well; the summer holidays filled with water play, skipping on the freshly cut lawnświeżo skoszony trawnik, the laundry drying on the washing line whilst the Sun blazedpłonęło. At moments like that, time really did feel like it moved slowly.

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It is a sentiment that resonatesrezonuje deeply with me; those summer vacations brimming with aquatic funwodne zabawy, frolickingfiglować on the freshly mowed grassświeżo skoszona trawa, and the laundry billowingfalujący on the line as the sun blazed overhead. During such instances, time genuinely seemed to meanderwić się at a leisurely pacespokojne tempo.

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Teresa McCormack, an esteemedszanowany professor of psychology specializing in cognitive developmentrozwój poznawczy at Queen's University Belfast in Northern Ireland, positszakłada that the relationship between children and the perception of timepostrzeganie czasu remains a significantly underexplored area of research. Her extensive investigations have sought to determine whether there exists a fundamental divergencerozbieżność in the temporalczasowy processing mechanisms of children, potentially indicating an internal clockwewnętrzny zegar that operates at a distinct pace compared to that of adults. Nevertheless, the inquiry continues to yield a plethoramnóstwo of questions, often outnumbering the available answers.

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Hardest words:

esteemed - szanowany

Teresa McCormack, an esteemed professor of psychology...

Teresa McCormack, szanowany profesor psychologii...

posits - zakłada

...posits that the relationship between children and the perception of time...

...zakłada, że związek między dziećmi a postrzeganiem czasu...

divergence - rozbieżność

...whether there exists a fundamental divergence in the temporal processing mechanisms...

...czy istnieje fundamentalna rozbieżność w mechanizmach przetwarzania czasowego...

temporal - czasowy

...in the temporal processing mechanisms of children...

...w mechanizmach przetwarzania czasowego dzieci...

plethora - mnóstwo

...the inquiry continues to yield a plethora of questions...

...badanie nadal przynosi mnóstwo pytań...

Phrases:

cognitive development - rozwój poznawczy

...specializing in cognitive development at Queen's University...

...specjalizująca się w rozwoju poznawczym na Queen's University...

perception of time - postrzeganie czasu

...the relationship between children and the perception of time...

...związek między dziećmi a postrzeganiem czasu...

temporal processing mechanisms - mechanizmy przetwarzania czasowego

...a fundamental divergence in the temporal processing mechanisms of children...

...fundamentalna rozbieżność w mechanizmach przetwarzania czasowego dzieci...

internal clock - wewnętrzny zegar

...indicating an internal clock that operates at a distinct pace...

...wskazując na wewnętrzny zegar działający w innym tempie...

Teresa McCormack, a professor of psychology who studies cognitivepoznawczy development at Queen's University Belfast in Northern Ireland, believes children and time is a hugely understudied topic. Her work has long probed whether there is something fundamentallyzasadniczo different about time processes in children, such as an internal clockwewnętrzny zegar that functions at a different speedinna prędkość to that of adults. But there are still more questions than answers.

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McCormack says that how we understandrozumieć time also depends on when we are asked about it. "Are you asking while things are happening or after they have happened?" She shares an example many can understandrozumieć. "The time from when my child was born to when they moved out feels like it went byminęło really fast. But when you are busy taking care of a childopiekowanie się dzieckiem, one day can feel like foreverwydawać się wiecznością."

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McCormack posits that our comprehensionzrozumienie of temporalczasowy passages is significantly influenced by the timing of inquiries regarding time judgments. "Are you posing the question in the midst of unfolding events or reflecting onrozmyślanie nad them afterward?" She provides a relatable illustration. "The duration from my child's birth to their departure from home now appears to have transpired in the blink of an eyew mgnieniu oka. However, while one is actively immersed inaktywnie zanurzony w the responsibilities of parentingobowiązki rodzicielstwa, a single day can feel interminableniekończący się."

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McCormack adds that our understanding of passages of timeupływ czasu are also based on when people are asked to make those time judgements. "Are you asking the question while events are happening or retrospectivelyretrospektywnie?" She gives an example that many will relate to. "The time from when my child was born to when they left home now seems as if it went in the blink of an eyew mgnieniu oka. But during the time when you're actually engaged inzaangażowany w the business of child rearing, a single day lasts an eternity."

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Much research focuses on how our experience of the passage of timeupływ czasu depends on how our brain stores memories and captures experiences. This is something that has long fascinatedzafascynowany Zoltán Nádasdy, associate professorprofesor nadzwyczajny of psychology at the Eötvös Loránd University in Budapest.

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A lot of studies look atprzyglądać się how we feel time passingodczuwać upływ czasu based on how our brain remembers things and experiencesdoświadczenia. This has interested Zoltán Nádasdy, a psychology teacher at Eötvös Loránd University in Budapest, for a long time.

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A significant body of researchznaczna część badań delveszgłębia into the intricatezłożony relationship between our perception of time and the mechanisms by which our brain encodeskoduje memories and processes experiences. This subject has captivated Zoltán Nádasdy, an associate professor of psychology at Eötvös Loránd University in Budapest, for an extended period.

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When he was a student at the University of Budapest in 1987, Nádasdy got his classmates to do a study about how children and adults see time. He wanted to find outdowiedzieć się why time seems to slow down during accidentswypadki. The test was easy. They showed groups of kids and adults two videos, each one minute long, and asked them which video felt longer and which felt shorter.

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As an undergraduate student at the University of Budapest in 1987, Nádasdy convinced his fellow students to undertakepodjąć się a field studybadanie terenowe on time perception amongst children and adults. He wanted to understand why time appears to dilaterozszerzać się when there's an accident, for example. The experiment was simple. They showed groups of children and adults two videos, both one minute long and asked them which video felt the longest and which felt the shortest.

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During his undergraduate studies at the University of Budapest in 1987, Nádasdy successfully persuadedprzekonał his peers to engage in a field studybadanie terenowe examining the perception of timepostrzeganie czasu among both children and adults. His objective was to comprehendzrozumieć the phenomenonzjawisko of time seeming to stretch during incidents, for instance. The methodology of the experiment was straightforward. Participants, comprising various groups of children and adults, were presented with two videos, each lasting one minute, and were subsequently queried about which video they perceived as the longest and which as the shortest.

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They employed hand gestures to ascertainustalić whether participants conceptualizedskonceptualizować time as a linear progressionliniowy postęp, a notion that was apparent across all three age demographicsdemografia.

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They used hand signsgesty rękami to see if people thought of time as moving in a straight lineprosta linia, which was clear in all three age groups.

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They used hand gestures to understand if participants perceivedpostrzegali time as a horizontal flowpoziomy przepływ, something that was evidentoczywiste in all three age groups.

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According to Nádasdy, the findings of the experiment indicate that, in the lack of a sensory organ capable of forecastingprognozowanie time, humans resortuciekać się to alternative methods of approximationprzybliżenie.

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What the experiment shows, says Nádasdy, is that in the absencebrak of a sensory organorgan zmysłowy to predict time, humans use other approximationsprzybliżenia.

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Nádasdy says the experimenteksperyment shows that without a way to sense timewyczuwać czas, people find other waysznaleźć inne sposoby to guess it.

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"We don’t directly experience time; instead, we look forszukać things that we think are related to it," he explains. "In psychology, this is known as heuristicsheurystyka. So, what can kids use to understand time? How much can they talk about it?"

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"Our conscious sensory perceptionświadome postrzeganie sensoryczne of time is invariablyniezmiennie mediated, implying that we must seek outwyszukiwać elements we believe to be associated with time," he articulates. "In the realm of psychologydziedzina psychologii, this phenomenon is referred to as heuristicsheurystyka. Thus, what avenues are available for children? To what extent can they articulate their understanding?"

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"Our explicit sensory experiencewyraźne doświadczenie sensoryczne of the time is always indirect, which means that we need to reach forsięgać po something that we think correlateskoreluje with time," he says. "And in psychology this is called heuristicsheurystyka. So, for kids what can they reach out tozwrócić się do? How much they can talk about it."

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This understanding of time changes when kids start school, where they learn about things like simultaneityjednoczesność and absolute time. "It doesn’t give us a real feeling of timeprawdziwe odczucie czasu, but it just swapszamienia one way of thinking for another. At school, you follow a schedule. Your day is completely managed."

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That proxyzastępstwo tends to changema tendencję do zmiany once children go toiść do school, a place where they begin to learn about the concepts of simultaneityjednoczesność and absolute time. "It doesn't give us the sensation of time, but it just replaces those heuristicsheurystyka with another one. When you go toiść do school you are on a schedulena harmonogramie. Your day is totally controlledcałkowicie kontrolowany."

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The intermediarypośredni understanding of time that children possess undergoes a transformationulega przemianie upon their entry into the educational system, where they are introduced to the principles of simultaneityjednoczesność and absolute time. "While this does not provide a direct experience of time, it merely substitutes one set of heuristicsheurystyki for another. In a school environment, students adhere to a structured timetableustrukturyzowany harmonogram, resulting in a highly regulated daily routinewysoce regulowana codzienna rutyna."

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"The biggest source of inputźródło danych wejściowych to our brain is through vision, from the retinasiatkówka to the brain," says Bejan. "Through the optical nervenerw wzrokowy the brain receives snapshots, like the frames of a movie. The brain develops in infancy and is used to receiving lots of these screenshots. In adulthood the body is much bigger. The travel distance between the retinasiatkówka and the brain has doubled in size, the pathways of transmissionścieżki transmisji have become more complex with more branches. And in addition with age, we experience degradationdegradacja."

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"The main way our brain gets information is through sight, from the retinasiatkówka to the brain," says Bejan. "The brain gets quick pictures through the optical nervenerw wzrokowy, like movie frames. When we are babies, our brain learns to take inprzyswajać many of these pictures. As adults, our bodies are much larger. The distance from the retinasiatkówka to the brain has grown, and the paths for sending information have become more complicated. Also, as we get older, we notice a declinezauważyć spadek in these abilities."

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"The primary conduitkanał, przewód of sensory inputbodźce sensoryczne to our cerebralmózgowy faculties is visual perceptionpercepcja wzrokowa, originating from the retina and culminatingkulminujący in the brain," articulateswyraża Bejan. "Via the optic nervenerw wzrokowy, the brain acquires instantaneous images, akin to cinematic frames. During infancy, the brain is adeptbiegły at assimilatingprzyswajanie a plethoramnóstwo of these visual snapshotswizualne migawki. As one transitions into adulthood, the physical dimensions of the body significantly increase. Consequently, the distance traversedprzebyta between the retina and the brain has effectively doubled, and the neural pathwaysścieżki neuronowe facilitating this transmission have evolved into a more intricate networkzłożona sieć with numerous branches. Furthermore, as we age, we inevitablynieuchronnie encounter a decline in these facultiesspadek tych zdolności."

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Hardest words:

conduit - kanał, przewód

The primary conduit of sensory input to our cerebral faculties is visual perception.

Głównym kanałem dopływu bodźców sensorycznych do naszych zdolności umysłowych jest percepcja wzrokowa.

cerebral - mózgowy

The primary conduit of sensory input to our cerebral faculties is visual perception.

Głównym kanałem dopływu bodźców sensorycznych do naszych zdolności umysłowych jest percepcja wzrokowa.

culminating - kulminujący

...originating from the retina and culminating in the brain.

...pochodzący z siatkówki i kulminujący w mózgu.

articulates - wyraża

"...culminating in the brain," articulates Bejan.

"...kulminujący w mózgu," wyraża Bejan.

adept - biegły

...the brain is adept at assimilating a plethora of these visual snapshots.

...mózg jest biegły w przyswajaniu mnóstwa tych wizualnych migawków.

assimilating - przyswajanie

...the brain is adept at assimilating a plethora of these visual snapshots.

...mózg jest biegły w przyswajaniu mnóstwa tych wizualnych migawków.

plethora - mnóstwo

...the brain is adept at assimilating a plethora of these visual snapshots.

...mózg jest biegły w przyswajaniu mnóstwa tych wizualnych migawków.

traversed - przebyta

...the distance traversed between the retina and the brain has effectively doubled.

...odległość przebyta między siatkówką a mózgiem skutecznie się podwoiła.

inevitably - nieuchronnie

...as we age, we inevitably encounter a decline in these faculties.

...w miarę starzenia się nieuchronnie napotykamy spadek tych zdolności.

Phrases:

sensory input - bodźce sensoryczne

The primary conduit of sensory input to our cerebral faculties is visual perception.

Głównym kanałem dopływu bodźców sensorycznych do naszych zdolności umysłowych jest percepcja wzrokowa.

visual perception - percepcja wzrokowa

The primary conduit of sensory input to our cerebral faculties is visual perception.

Głównym kanałem dopływu bodźców sensorycznych do naszych zdolności umysłowych jest percepcja wzrokowa.

optic nerve - nerw wzrokowy

Via the optic nerve, the brain acquires instantaneous images.

Za pośrednictwem nerwu wzrokowego mózg zdobywa natychmiastowe obrazy.

visual snapshots - wizualne migawki

...the brain is adept at assimilating a plethora of these visual snapshots.

...mózg jest biegły w przyswajaniu mnóstwa tych wizualnych migawków.

neural pathways - ścieżki neuronowe

...the neural pathways facilitating this transmission have evolved into a more intricate network.

...ścieżki neuronowe ułatwiające tę transmisję przekształciły się w bardziej złożoną sieć.

intricate network - złożona sieć

...have evolved into a more intricate network with numerous branches.

...przekształciły się w bardziej złożoną sieć z licznymi gałęziami.

decline in these faculties - spadek tych zdolności

...as we age, we inevitably encounter a decline in these faculties.

...w miarę starzenia się nieuchronnie napotykamy spadek tych zdolności.

He assertstwierdzi that the frequency with which we acquireczęstotliwość, z jaką zdobywamy "mental images" from the stimuli of our sensory organs diminisheszmniejsza się as we age. This phenomenon engenderswywołuje a perception of time being compressedpostrzeganie czasu jako skompresowanego in our consciousnessświadomość, as adults perceive significantly fewer mental images within a given time frame compared to our childhood experiences.

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He says that as we get oldergdy się starzejemy, we get fewer "mental imagesobrazy mentalne" from what we see and feel. This makes us feel like time is moving faster because adults see fewer images in the same amount of time than when they were kids.

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This, he says, means the rate at which we receive "mental imagesobrazy mentalne" from the stimulibodźce of our sensory organsnarządy zmysłów decreases with age. This creates the sensation of compressedskompresowany time in our minds as we are receiving few mental imagesobrazy mentalne in one unit of clock time as adults compared with when we are children.

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Consider a delightful two-week summer camp; it could very well be more unforgettableniezapomniany than your whole academic year. Nádasdy elucidateswyjaśnia that it is quite probable that the memories from that summer camp would engage a significantly larger portion of brain tissue, owing to the vast array of experiencesszeroki wachlarz doświadczeń that occurred within that brief timeframe.

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Think about a fun two-week summer camp – it might be more memorablepamiętny than your whole school year. Nádasdy says that it’s very likely those camp memories would take upzajmować a bigger part of your brainwiększa część twojego mózgu because of all the fun things that happened in that short time.

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Take a fun-filled two-week summer camppełen zabawy dwutygodniowy obóz letni – it may be more memorablezapadający w pamięć than your entire school year. Nádasdy explains that it is highly likely that those summer camp memories would occupyzajmować a much larger piece of brain tissueznacznie większa część tkanki mózgowej, because of the sheerczysty number of adventures that took place during that short period.

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"It is conceivablewyobrażalny that individuals' assessments of events that transpiredwydarzyły się during a specific timeframeokreślony przedział czasowy are, to some extent, influenced by their recollection of the quantity of novel experiencesnowe doświadczenia they can recall," McCormack articulatesartykułuje. "For instance, if one is an older adult, it is likely that there have not been numerous significant life alterations in the past decade." However, when such changes do occur, they tend to be etched in memorywyryte w pamięci with equal prominence as those summer camp experiences.

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"It's possible that people's judgmentsosądy about what actually happened during a particular time period in part reflectsodzwierciedla their memory for the amount of novel thingsnowe rzeczy that they remember happening," says McCormack. "For example, if you're an older adult, there might not have been very many big life changesduże zmiany życiowe that have happened for you over the last 10 years." But when there are, those will stick inutkwić w your memory just as much as that summer camp.

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Bejan has some other easy ideaspomysły too.

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Bejan also proposesproponuje some additional, less demandingmniej wymagające ideas.

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Bejan has some other less exertivewymagający wysiłku ideas too.

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"Take a moment to deceleratezwolnić, and challenge yourself to engage in novel activities that break the monotonymonotonia of your daily life," he suggests. "Indulge in unexpected delightsnieoczekiwane przyjemności. Embrace the unconventionalzaakceptować niekonwencjonalne. Have you come acrossnatknąć się na a clever joke? Share it with me! Do you possess a fresh idea? Act ondziałać na podstawie it. Create something. Express something."

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"Slow downzwolnić a bit more, make yourself try new things to change your routinerutyna," he says. "Give yourself surprisesdawaj sobie niespodzianki. Do different things. Have you heard a funny joke? Tell me! Do you have a new idea? Do something. Make something. Say something."

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"Slow it down a little more, force yourself to do new things to get away fromuciec od the routinerutyna," he says. "Treat yourself to surpriseszafunduj sobie niespodzianki. Do unusual things. Have you heard a good joke? Tell me! Do you have a new idea? Do something. Make something. Say something."

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