A divergence of sub- and supra-second timing abilities in childhood and its relation to academic achievement.

Work with adult humans and nonhuman animals provides evidence that the processing of sub-second (<1 s) and supra-second (>1 s) durations are modulated via distinct cognitive and neural systems; however, few studies have explored the development of these separate systems. Moreover, recent research has identified a link between basic timing abilities and academic achievement, yet it is unclear whether sub-second and supra-second temporal processing may play independent roles in this relation. In the current study, we assessed the development of sub- and supra-second timing across middle childhood and examined how each ability may relate to academic achievement. Child participants (6- to 8-year-olds, n = 111) completed reading and math assessments and a temporal discrimination task that included comparisons in both the sub- and supra-second ranges. Results revealed that younger children performed comparably across the sub- and supra-second ranges, whereas 8-year-olds and adults (n = 72) were relatively better at discriminating durations in the supra-second range. Although discrimination performance in these distinct duration ranges did not uniquely predict math or reading achievement, overall timing abilities were related to math, but not reading, when controlling for age. Together, these data provide evidence for a divergence in timing abilities across sub- and supra-second durations emerging around 8 years of age; however, at least during this stage of development, the relation between children's timing and math achievement is unrelated to this divergence.

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