Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences

Mahy, Caitlin E. V.; Mazachowsky, Tessa R.; Pagobo, Jacqueline Rose

doi:10.1016/j.cogdev.2018.06.004

Cited by 21 publications

(30 citation statements)

References 21 publications

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“…Participants in Experiment 1 were partly composed of 3‐year‐olds, and they were younger in total than those in Experiment 2; thus, reminders easily benefit them, leading to no significant three‐way interactions in Experiment 1. These findings are also consistent with those of previous studies showing that reminders are highly effective, especially for younger children (Barker & Munakata, 2015; Kliegel & Jäger, 2007; Mahy, Mazachowsky, & Pagobo, 2018). However, unexpectedly, reminders may have a disruptive effect on older children and weaken how efficiently they modulate flexible contextual representations.…”

Section: Discussionsupporting

confidence: 92%

Contribution of Executive Functions to Learning Sequential Actions in Young Children

Yanaoka

Saito

2020

Child Development

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This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3–6 years) and 2 (N = 50, 4–6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children’s acquisition of routines. Therefore, setting goals before context‐dependent actions is necessary, but not sufficient, to modulate contextual representations in routines.

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Section: Discussionsupporting

confidence: 92%

Contribution of Executive Functions to Learning Sequential Actions in Young Children

Yanaoka

Saito

2020

Child Development

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“…Altgassen et al () found that children with ASD checked the time less often than, and showed time‐monitoring behavior that was different from, typically developing children. Although Mahy, Mazachowsky, and Pagabo () found no effect of reminders on typically developing children's PM accuracy, our data suggest that children can learn to perform task‐checking behavior without explicit training, and this behavior might be successfully reinforced as a way to improve the PM performance.…”

Section: Discussioncontrasting

confidence: 65%

Reinforcing the prospective remembering of children with autism spectrum disorder

Peisley

Foster

Sargisson

2019

J of App Behav Analysis

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Prospective memory is remembering to carry out a behavior on a particular occasion or at a specific time in the future. This form of remembering is critical for the daily functioning of children with autism spectrum disorder (ASD) and their functional independence from caregivers. We used a single-subject design to investigate whether reinforcement increased the accuracy of prospective remembering in the context of a computerized board game, Virtual Week, of four 6-to 7-year-old children diagnosed with ASD. Reinforcement increased accuracy for all participants compared to baseline performance and effects were maintained after reinforcement was discontinued for three of four children. This is the first study of which we are aware to use a reinforcement-based behavioral intervention to improve the prospective remembering of children with ASD. Limitations and areas for future research are discussed.

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“…TrackIt is a recently developed task paradigm for measuring SSA in children (Fisher et al, 2013). TrackIt has been shown to have good psychometric properties for measuring SSA, and research in several labs has linked performance on TrackIt to classroom learning, numeracy skills, prospective memory, and proactive control (Fisher et al, 2013;Erickson et al, 2015;Doebel et al, 2017Doebel et al, , 2018Brueggemann and Gable, 2018;Mahy et al, 2018). In the standard TrackIt task, participants visually track a single target object as it moves on a grid, among moving distractor objects.…”

Section: The Trackit Taskmentioning

confidence: 99%

A hidden Markov model for analyzing eye-tracking of moving objects

et al. 2020

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Eye-tracking provides an opportunity to generate and analyze high-density data relevant to understanding cognition. However, while events in the real world are often dynamic, eye-tracking paradigms are typically limited to assessing gaze toward static objects. In this study, we propose a generative framework, based on a hidden Markov model (HMM), for using eye-tracking data to analyze behavior in the context of multiple moving objects of interest. We apply this framework to analyze data from a recent visual object tracking task paradigm, TrackIt, for studying selective sustained attention in children. Within this paradigm, we present two validation experiments to show that the HMM provides a viable approach to studying eye-tracking data with moving stimuli, and to illustrate the benefits of the HMM approach over some more naive possible approaches. The first experiment utilizes a novel 'supervised' variant of TrackIt, while the second compares directly with judgments made by human coders using data from the original TrackIt task. Our results suggest that the HMM-based method provides a robust analysis of eye-tracking data with moving stimuli, both for adults and for children as young as 3.5-6 years old.

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Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences

Cited by 21 publications

References 21 publications

Contribution of Executive Functions to Learning Sequential Actions in Young Children

Contribution of Executive Functions to Learning Sequential Actions in Young Children

Reinforcing the prospective remembering of children with autism spectrum disorder

A hidden Markov model for analyzing eye-tracking of moving objects

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