Quick to Act, Quick to Forget: The Link between Impulsiveness and Prospective Memory

2014 ◽  
Vol 28 (6) ◽  
pp. 560-568 ◽  
Author(s):  
Carrie Cuttler ◽  
Tonia Relkov ◽  
Steven Taylor
Keyword(s):  
Prospective Memory ◽  
Undergraduate Students ◽  
Memory Performance ◽  
Retrospective Memory ◽  
Personality Psychology ◽  
Memory Tests ◽  
Mediation Analyses ◽  
Unique Predictor ◽  
Memory Questionnaire ◽  
Prospective Memory Performance

Several traits of impulsiveness (e.g. lack of planning and perseverance, difficulty focusing attention) seem intimately connected to the skills required for successful prospective memory performance. This is the first study to examine whether the various inter–correlated dimensions of impulsiveness are related to problems with prospective memory. Undergraduate students (N = 184) completed the Barratt Impulsiveness Scale 11, the Prospective Memory Questionnaire, the Prospective and Retrospective Memory Questionnaire, and two objective prospective memory tests. Results revealed consistent correlations between the various dimensions of impulsiveness (attentional, motor, non–planning) and self–reported problems with prospective memory. Subsequent regression analyses indicated that attentional impulsiveness is a unique predictor of self–reported problems with internally cued prospective memory, and non–planning impulsiveness is a unique predictor of self–reported problems with episodic and overall prospective memory. Similarly, findings from the objective prospective tests showed that non–planning impulsiveness was related to worse performance on the two prospective memory tests. Whereas non–planning impulsiveness was also related to using fewer prospective memory–aiding strategies, mediation analyses showed that use of these strategies does not account for any of the detected relationships. Because the findings suggest that a failure to plan does not underlie the detected effects, other potential explanations for the relationships are discussed. Copyright © 2013 European Association of Personality Psychology

Relationships between Dimensions of Impulsivity and Prospective Memory

2016 ◽  
Vol 30 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Carrie Cuttler ◽  
Debra O'Connell ◽  
David K. Marcus
Keyword(s):  
Personality Traits ◽  
Prospective Memory ◽  
European Association ◽  
Memory Performance ◽  
Significant Proportion ◽  
Regression Analyses ◽  
Personality Psychology ◽  
Challenging Tasks ◽  
Memory Questionnaire ◽  
Prospective Memory Performance

Prospective memory refers to the ability to plan and execute future intentions. A burgeoning body of research indicates that a significant proportion of the variability in prospective memory performance can be accounted for by personality traits, with two recent studies revealing that the various dimensions of impulsivity measured by the Barratt Impulsivity Scale–11 (BIS–11) are related to prospective memory failures. The present study was conducted to examine which dimensions of impulsivity indexed by the BIS–11 and UPPS–P relate to prospective memory failures and which dimensions of impulsivity contribute unique variance in the prediction of prospective memory failures. A large sample ( N = 662) of students completed the BIS–11, UPPS–P, Prospective Memory Questionnaire and a habitual prospective memory test. Consistent correlations between six of the seven measures of impulsivity and prospective memory failures were found. Regression analyses further revealed that lack of perseverance, emotional urgency and attentional impulsivity were reliable and unique predictors of prospective memory failures. Thus, difficulty remaining focused on tasks (especially long, boring or difficult tasks); lack of forethought, planning and distaste for challenging tasks; and tendencies to behave impulsively under conditions of strong affect relate most strongly to prospective memory failures. Copyright © 2015 European Association of Personality Psychology

Effect of Cognitive Style on Prospective-Retrospective Memory Slips

2017 ◽  
Vol 76 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Philip C. Mefoh ◽  
Valentine C. Ezeh
Keyword(s):  
Linear Regression ◽  
Cognitive Style ◽  
Prospective Memory ◽  
Undergraduate Students ◽  
Retrospective Memory ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The University ◽  
Memory Questionnaire

Abstract. We examined the effect of cognitive style on prospective and retrospective memory slips using the Group Embedded Figures Test (GEFT) and the Prospective and Retrospective Memory Questionnaire (PRMQ). A group of 233 undergraduate students (55% women) of the University of Nigeria, Nsukka, whose mean age was 19.66 years (SD = 3.02), participated in this study. Using bivariate linear regression to analyze the data, we found that cognitive style accounted for 7% of the variation in prospective memory slips and 21% of the variation in retrospective memory slips. The findings demonstrated that cognitive style significantly negatively predicted prospective and retrospective memory slips: As field independence increased, prospective and retrospective memory slips decreased.

Effects of interruptions on prospective memory performance in anesthesiology

2008 ◽  
Author(s):  
T. Grundgeiger ◽  
D. Liu ◽  
P. M. Sanderson ◽  
S. Jenkins ◽  
T. Leane
Keyword(s):  
Prospective Memory ◽  
Memory Performance ◽  
Prospective Memory Performance

Future thinking improves prospective memory performance and plan enactment in older adults

2015 ◽  
Vol 68 (1) ◽  
pp. 192-204 ◽  
Author(s):  
Mareike Altgassen ◽  
Peter G. Rendell ◽  
Anka Bernhard ◽  
Julie D. Henry ◽  
Phoebe E. Bailey ◽  
...  
Keyword(s):  
Older Adults ◽  
Prospective Memory ◽  
Memory Performance ◽  
Future Thinking ◽  
Prospective Memory Performance

scholarly journals Prospective and retrospective memory in mild Alzheimer's disease

2008 ◽  
Vol 66 (2b) ◽  
pp. 318-322 ◽  
Author(s):  
Sergilaine Pereira Martins ◽  
Benito Pereira Damasceno
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Prospective Memory ◽  
Verbal Learning ◽  
Wilcoxon Test ◽  
Retrospective Memory ◽  
Memory Tests ◽  
Memory And Attention ◽  
Auditory Verbal Learning ◽  
Learning Test

OBJECTIVE: To study prospective and retrospective memory in patients with mild Alzheimer's disease (AD). METHOD: Twenty mild AD and 20 matched normal control subjects were included. Diagnosis of AD was based on DSM-IV and NINCDS-ADRDA criteria, using CDR 1 and MMSE scores from 16 to 24 for mild AD. All subjects underwent retrospective (Rey Auditory Verbal Learning Test, RAVLT) and prospective memory tests (the appointment and belonging subtests of the Rivermead Behavioral Memory Test, RBMT; and two tests made to this study: the clock and the animals test), as well as MMSE, neuropsychological counterproofs, and Cornell Scale for Depression in Dementia. The data was analyzed with Wilcoxon test and Spearman correlation coefficient. RESULTS: AD patients performed worse than controls in prospective and retrospective memory tests, with poorer performance in retrospective memory. There was no correlation between prospective memory and attention, visual perception, executive function, or depression scores. CONCLUSION: Prospective and, in higher degree, retrospective memory are primarily and independently impaired in mild AD.

scholarly journals Prospective memory in students with learning disabilities

2021 ◽  
Vol 20 (3) ◽  
pp. 161-169
Author(s):  
Razaan Alotaibi ◽  
Kowthar Ali
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Prospective Memory ◽  
Retrospective Memory ◽  
Students With Learning Disabilities ◽  
The Past ◽  
Study Results ◽  
The Future ◽  
Students With Ld ◽  
Memory Questionnaire

Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

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