The development of prospective memory in children: An executive framework

Mahy, Caitlin E. V.; Moses, Louis J.; Kliegel, Matthias

doi:10.1016/j.dr.2014.08.001

Cited by 100 publications

(152 citation statements)

References 130 publications

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“…Hence, even in the absence of a concurrent WM span task, the increased consumption of WM resources by greater ongoing task demands served to reduce PM performance. These findings support the hypothesis that good WM capacity is associated with children's PM (e.g., Mahy, Moses, & Kliegel, 2014), but also demonstrate that children's successful prospective remembering relies on these WM resources to be available and not engaged in responding to a WM-depleting concurrent task. Thus, finding that children's prospective remembering is impaired by depleting their available WM resources, either through imposing an additional WM span task or by increasing the processing demands of the ongoing task, indicates that PM relies heavily on the availability of WM resources to actively maintain the PM intention and successfully monitor for intention-relevant cues.…”

Section: Discussionsupporting

confidence: 77%

When children forget to remember: Effects of reduced working memory availability on prospective memory performance

et al. 2016

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The preparatory attentional and memory processes theory (PAM) of prospective memory (PM) proposes that prospective remembering is influenced by the variation in the availability of WM resources. Consequently, PM should be impaired when WM resources are reduced either by direct WM manipulation or by individual differences associated with restricted WM performance. Our study tested this prediction in school-age children by examining the independent and interactive effects of three factors known to deplete availability of WM resources: increased processing demands of a concurrent arithmetic task, additional WM span requirements, and high trait anxiety. A sample of 10-year-old children (N = 128) performed a PM task, embedded in an ongoing arithmetic task, which progressively imposed greater WM processing demands. Half of these participants also concurrently carried out an embedded WM span task. The results supported the PAM hypothesis, showing that children's PM was compromised by the restriction of WM resources, whether this resulted from increasing the processing demands on the ongoing task, from imposing additional WM span requirements, or from high trait anxiety. However, these WMdepleting factors exerted additive effects rather than an interactive impact, suggesting that they might each deplete different aspects of WM resource availability necessary for prospective remembering. Overall findings imply that children's PM success is not only associated to their WM capacity but it mostly depends upon how many of those WM resources are available to be devoted to the PM requirement.

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Section: Discussionsupporting

confidence: 77%

When children forget to remember: Effects of reduced working memory availability on prospective memory performance

et al. 2016

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“…While both have individually attracted attention in the literature in terms of, for example, their developmental trajectories (e.g. Busby & Suddendorf, 2005;Mahy, Moses & Kliegel, 2014) and level of impairment in clinical groups (e.g. Henry, et al, 2014;Terrett, et al, 2013), little attention has been paid to the nature of the relationship between these constructs.…”

mentioning

confidence: 98%

The relationship between prospective memory and episodic future thinking in younger and older adulthood

Terrett

Rose

Henry

et al. 2016

Quarterly Journal of Experimental Psychology

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Episodic future thinking (EFT), the ability to project into the future to "preexperience" an event, and prospective memory (PM), remembering to perform an intended action, are both examples of future-oriented cognition. Recently it has been suggested that EFT might contribute to PM performance but to date few studies have examined the relationship between these two capacities. The aim of the present study was to investigate the nature and specificity of this relationship, as well as whether it varies with age. Participants were 125 younger and 125 older adults who completed measures of EFT and PM. Significant, positive correlations between EFT and PM were identified in both age groups. Furthermore, EFT ability accounted for significant unique variance in the young adults, suggesting that it may make a specific contribution to PM function. Within the older adult group, EFT did not uniquely contribute to PM, possibly indicating a reduced capacity to utilize EFT, or the use of compensatory strategies. This study is the first to provide systematic evidence for an association between variation in EFT and PM abilities in both younger and older adulthood and shows that the nature of this association varies as a function of age.

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“…Early studies on PM development have indicated age-related increases in PM performance across childhood and adolescence, yet they have been predominantly descriptive in nature (for a review on childhood, see Mahy, Moses, & Kliegel, 2014; for studies comprising adolescents, see Wang et al, 2011;Wang, Kliegel, Yang, & Liu, 2006;Zimmermann & Meier, 2006) and it is only now that research is beginning to explore the underlying mechanisms of such age-related effects. Developmental improvements in PM performance have mainly been attributed to the parallel development of executive functions (e.g., Altgassen, Vetter, Phillips, Akgün, & Kliegel, 2014;Wang et al, 2011), and thus the ongoing development of the prefrontal cortex into young adulthood (Casey, Tottenham, Liston, & Durston, 2005;Luciana, Conklin, Hooper, & Yarger, 2005).…”

mentioning

confidence: 99%

Future thinking instructions improve prospective memory performance in adolescents

Altgassen

Kretschmer

Schnitzspahn

2016

Child Neuropsychology

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The development of prospective memory in children: An executive framework

Cited by 100 publications

References 130 publications

When children forget to remember: Effects of reduced working memory availability on prospective memory performance

When children forget to remember: Effects of reduced working memory availability on prospective memory performance

The relationship between prospective memory and episodic future thinking in younger and older adulthood

Future thinking instructions improve prospective memory performance in adolescents

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