La investigación que existe en tomo al desarrollo del conocimiento humano sobre el tiempo muestra que en los primeros años de vida los niños adquieren información importante sobre la temporalidad que les posibilita una adaptación adecuada a su ambiente y el desarrollo de conductas afectivas, perceptivas, cognitivas, lingüísticas y sociales fundamentales. Además, muestra que cuando se consigue el dominio de las herramientas cognitivas y lingüísticas en torno a los 6–8 años de edad, no se adquiere un único concepto sobre el tiempo, sino que se conocen diversos aspectos del tiempo difíciles de ser aunados en un concepto único, todos los cuales son necesarios para el funcionamiento adecuado en el mundo de compleja estructura en que nos encontramos. Tras las últimas modificaciones ocurridas en la adolescencia, sobre todo en lo que se refiere a la perspectiva temporal, el razonamiento sobre el tiempo adquiere las características de la cognición temporal adulta.
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