scholarly journals Development of children’s use of external reminders for hard-to-remember intentions

2017 ◽  
Author(s):  
Jonathan Redshaw ◽  
Johanna Vandersee ◽  
Adam Bulley ◽  
Sam Gilbert
Keyword(s):  
Young Children ◽  
Primary School ◽  
Cognitive Load ◽  
Prospective Memory ◽  
Task Difficulty ◽  
Memory Performance ◽  
Older Children ◽  
Metacognitive Control ◽  
School Aged Children ◽  
Computerized Task

The current study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Why does relational binding improve across early childhood? Testing the effects of interference and sleep-filled delays

2020 ◽  
Author(s):  
Susan L. Benear ◽  
Chi Ngo ◽  
Ingrid R. Olson ◽  
Nora Newcombe
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Episodic Memory ◽  
Memory Performance ◽  
Age Groups ◽  
Developmental Period ◽  
Older Children ◽  
Spatiotemporal Information ◽  
Episodic Memories ◽  
Over Time

Episodic memory consists of distinctive experiences, with specific spatiotemporal information about what happened maintained over time. These memories typically share overlapping elements in distinctive combinations. In this study, we evaluated: (1) whether overlapping elements pose a differential challenge for younger children; and (2) whether a sleep-filled delay stabilizes or even improves children’s episodic memories, and if so, whether effects vary by age. We compared memory for unique and overlapping pairs of visual stimuli, presented once to 4- and 6-year-old children, tested immediately and after a 24-hour delay. As expected, older children outperformed younger children, and both age groups performed worse on overlapping pairs. However, overlapping elements were not differentially problematic for young children, and a sleep-filled delay in testing resulted in decrements in memory performance, for both age groups on both pair types. Despite overall differences in accuracy, important aspects of episodic memory are similar across this key developmental period.

How task demands influence time-based prospective memory performance in young and older adults

2001 ◽  
Vol 25 (4) ◽  
pp. 386-391 ◽  
Author(s):  
Mike Martin ◽  
Ruth Schumann-Hengsteler
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Cognitive Processing ◽  
Prospective Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Task Demands ◽  
Age Effects ◽  
Processing Demands ◽  
Prospective Memory Performance

Prospective memory performance as a measure of everyday cognitive functioning is of increasing importance for developmental research. However, comparisons of studies on prospective memory development in adults reveal essential differences. Although some studies report no age effects, others find age effects of widely varying magnitudes. We suggest that differences in these findings on prospective memory performance can be explained by an age by task interaction (i.e., large amounts of cognitive load imposed by time-based prospective memory tasks disproportionally penalise older adults who possess fewer cognitive resources). We explored our hypothesis in a study with 90 young adults (M = 24.0 years) and 75 older adults (M = 69.0 years) by manipulating the overall cognitive processing demands of the prospective task situation. We varied the cognitive load of the background task while holding constant the time-based prospective memory task. Results indicate that the effects of increased overall processing demands strongly influence older adults’ performance. Results are discussed within the framework of capacity explanations of cognitive ageing that focus on the role of working memory resources in monitoring processes.

Internet Safety

2011 ◽  
pp. 289-314
Author(s):  
Andrea Peach ◽  
Susan Bell ◽  
Alexandru Spatariu
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Relational Aggression ◽  
Mobile Technology ◽  
The Internet ◽  
Older Children ◽  
Internet Safety ◽  
Safety Issues ◽  
School Aged Children ◽  
The Media

Preschool and young school-aged children use the internet at high rates, and with this access, parents and educators worry about safety issues. Reports of cyberbullying, child predators, inappropriate internet content, and violations of privacy, such as identity theft saturate the media (Dowell, Burgess, & Cavanaugh, 2009). This chapter will explore the roots of cyberbullying, including relational aggression and bullying in early childhood, will examine issues in internet safety that pertain to young children, and will differentiate the issues with young children from those that plague older children. Resources for working with children, parents, and educators will be reviewed, and future safety issues of internet and other mobile technology will be discussed.

Speech Intelligibility of Young School-Aged Children in the Presence of Real-Life Classroom Noise

2004 ◽  
Vol 15 (07) ◽  
pp. 508-517 ◽  
Author(s):  
Donald G. Jamieson ◽  
Garry Kranjc ◽  
Karen Yu ◽  
William E. Hodgetts
Keyword(s):  
Young Children ◽  
School System ◽  
Speech Intelligibility ◽  
Real Life ◽  
Older Children ◽  
School Aged Children ◽  
Age Appropriate ◽  
Better Than

We examined the ability of 40 young children (aged five to eight) to understand speech (monosyllables, spondees, trochees, and trisyllables) when listening in a background of real-life classroom noise. All children had some difficulty understanding speech when the noise was at levels found in many classrooms (i.e., 65 dBA). However, at an intermediate (-6 dB SNR) level, kindergarten and grade 1 children had much more difficulty than did older children. All children performed well in quiet, with results being comparable to or slightly better than those reported in previous studies, suggesting that the task was age appropriate and well understood. These results suggest that the youngest children in the school system, whose classrooms also tend to be among he noisiest, are the most susceptible to the effects of noise.

scholarly journals Memory Complaints and Prospective Memory Performance across the Lifespan

2011 ◽  
Vol 22 (1) ◽  
pp. 33-45
Author(s):  
Jacqueline Zöllig ◽  
Christine Sutter ◽  
Florentina Mattli ◽  
Anne Eschen
Keyword(s):  
Prospective Memory ◽  
Performance Measures ◽  
Memory Performance ◽  
Age Groups ◽  
Memory Task ◽  
Retrospective Memory ◽  
Older Children ◽  
Memory Complaints ◽  
Objective Performance ◽  
Objective Performance Measures

The frequency of prospective and retrospective memory failures from six age groups was gathered using the Prospective and Retrospective Memory Questionnaire (PRMQ). Objective performance measures were obtained with a laboratory prospective memory task. Findings revealed more prospective than retrospective memory complaints in all age groups except in young children. While overall reported memory failures were similar in the adult groups, fewer failures were reported for the two children groups. This might either be explained by a self-other rater bias or by the PRMQ not being well suited to assess memory failures of children. No correlations of complaints with performance measures were found in either age group except in older children for whom surprisingly more complaints were related to better performance.

scholarly journals Sounds in the classroom: Auditory context-dependent memory in school-aged children

2020 ◽  
Vol 2 (1) ◽  
pp. 106-118
Author(s):  
Anna L. Ostendorf ◽  
Helge Schlüter ◽  
Ryan P. M. Hackländer
Keyword(s):  
Young Children ◽  
Contextual Information ◽  
Memory Performance ◽  
Spatial Location ◽  
Classroom Setting ◽  
Auditory Cues ◽  
School Aged Children ◽  
Context Dependent

AbstractContext-dependent memory (CDM) is the effect whereby information is retrieved more accurately in the presence of the contextual information that was present during encoding than in the absence of that contextual information. Most previous CDM experiments have focused on spatial location, but contexts such as sights, smells, and sounds have also been shown to be effective mnemonic cues, although the research is more limited. In relation to auditory contexts, much of the previous research has focused on music and on adults. We were interested in determining whether auditory CDM effects could be found in a classroom setting in school-aged children using background noises. Across two experiments we found that the reinstatement of the auditory context improved memory performance for 2nd, 3rd, and 5th grade students. Sounds, not just musical pieces, are stored in memory and can be effective contextual mnemonic cues. Further, (auditory) CDM effects can be found in young children. Teachers should be aware of the influence of contextual auditory cues in the classroom setting, and how this information is stored along with the focus of the teaching lesson.

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