Abstract Episodic foresight (EF) refers to the ability to anticipate future states of the self. Despite almost two decades of research, no studies explored how family context variables relate to the development of this ability. The objectives of this study were to explore the association of socioeconomic status (SES), parental consideration of future consequences (CFC), and family environment quality on the development of episodic foresight and to compare the magnitude of the effects of these same variables on delay of gratification and planning. Sixty-four dyads composed by 4-year-old Uruguayan children and their main caregiver participated in the study. Children were administered experiments on episodic foresight, delay of gratification, planning, and receptive language. Parents reported socioeconomic status, family environment, and their consideration of future consequences. Even though parents’ limit setting was associated to higher EF in children and parental CFC-I was a predictor in multiple regression analysis, these effects ceased to be significant when controlled by child's receptive language and caregiver education, being these the main predictors of EF. Results also indicate that SES significantly distinguishes the performance in future-oriented skills and language, being the magnitude of the effect higher for EF in comparison with planning and delay of gratification. This study supports that EF is related to SES to a greater extent than other variables traditionally assessed in studies of poverty and child development. We discuss implications of low SES and language skills in the light of EF development and immediate-oriented behavior in contexts of deprivation.

Abstract Aim The Social Competence and Behavior Evaluation Scale (SCBE-30) is a 30-item questionnaire designed to assess preschoolers’ behavioral problems (externalizing and internalizing) and social competence. It is widely used in the developmental research. This study aims to contribute to the adaptation and validation of the Portuguese version of the teachers’ short form of the SCBE-30 (Psychol. Assess. 8:369–777, 1996). Method Participants were 361 children from 3 to 6 years old whose preschool teachers completed the SCBE-30. For external validation purposes children completed arithmetic and theory of mind tasks, and parents completed a socio-demographic questionnaire. Results Confirmatory factor analysis did not confirm the 10-item-subscale solution of the original SCBE-30 version. Instead, a five-item-subscale was found as a better solution. Discussion The reduced 15-item version replicates the three-factor structure, shows good psychometric properties and meets external validation criteria. Further research should focus on the invariance of the factor structure of the SCBE-30 between cultures.

This paper explores the equivalence between episodic foresight measures and its relationship with future oriented processes and the theory of mind in preschoolers. Future oriented processes and episodic foresight have been indicated as a grounding basis of important developmental achievements such as planning, self-regulation and social adaptation. Also, it was postulated that the theory of mind and episodic foresight are related due to a shared common neural substrate. The objective of the first study, in which 15 children aged 3 and 4 participated, was to explore the developmental coherence between episodic foresight measures and the self-imposed delay of gratification controlled by the reasoning ability. In Study 2, 78 children were tested in episodic foresight, future oriented processes and theory of mind controlled by the language ability. Results show that the different measures of episodic foresight are highly equivalent. Also, in both studies a high behavioral coherence between all the measures analyzed was found. Nevertheless, data do not support the inclusion of episodic foresight in the broader constructs studied.

Este trabajo examina la equivalencia entre diferentes medidas de previsión episódica y su relación con los procesos orientados a futuro, y la teoría de la mente en la edad pre-escolar. Los procesos orientados a futuro y la previsión episódica (PE), han sido señalados como componentes importantes para ciertos logros evolutivos como la planificación, la auto-regulación y adaptación social. También se ha postulado que pensamiento futuro episódico y teoría de la mente están relacionados, en virtud de su sustrato neural compartido. El primer estudio tuvo por objetivo analizar la coherencia de desarrollo entre las medidas de PE, y de estas con la postergación de la gratificación auto-impuesta controlando según la aptitud general de razonamiento, y participaron 15 niños de 3 y 4 años. El segundo, tuvo por objetivo explorar la relación entre PE, los procesos orientados a futuro, la teoría de la mente controlando según lenguaje, participando 78 niños de 4 años. Los resultados muestran que las diferentes medidas para evaluar la PE son equivalentes. También se encontró un alto grado de coherencia comportamental entre las medidas evaluadas. Sin embargo, los datos no aportan evidencia evolutiva que permitan incluir a la PE dentro de los constructos más amplios estudiados.

Pesquisadores têm tentado explicar, desde o início da psicologia, a experiência temporal das pessoas e sua influência nas cognições, emoções e comportamentos. Trata-se de uma das dimensões mais complexas e influentes da psique, que tem sido abordada a partir de concepções diferentes e sem uma estrutura consensual. Este artigo tem o objetivo de contribuir na sistematização da psicologia do tempo, ampliando um modelo de quatro níveis, aprofundando na percepção do tempo vital ou tempo III. Trabalhos incluídos foram selecionados segundo a sua importância na historia da psicologia ou índice de citação. Sugere-se um modelo explicativo do Tempo III, que inclui discussão e debate e visa integrar os diferentes modelos existentes na literatura.

Since the beginning of psychology researchers have tried to explain the subjective experience of time on cognitions, emotions and behavior. As it is one of the most complex and influential dimensions of the mind, it has been approached from different conceptions without a common consensual framework. This article attempts to contribute to the systematization of the psychology of time expanding a fourfold model, which emphasizes life-time perception or Time III. Publications were selected that were either relevant in the history of psychology or had a good citation index. An explanatory model of Time III is proposed that incorporates discussion and debate and which intends to integrate various existing models encountered in the literature.

Diversos investigadores han intentado explicar desde inicios de la psicología, la experiencia temporal y su influencia en las cogniciones, emociones y comportamientos. Tratándose de una de las dimensiones más complejas e influyentes de la psique, ha sido abordado desde diferentes concepciones y sin contar con referentes comunes. Este artículo intenta contribuir a la sistematización de la psicología del tiempo ampliando un modelo de cuatro niveles, profundizando en la percepción del tiempo vital o tiempo III. Se han seleccionado trabajos relevantes en la historia de la psicología o con cierto índice de citación. Se ofrece un modelo explicativo del Tiempo III, que incorpora discusión y debate y pretende integrar diversos modelos existentes en la literatura.