Time’s up! Involvement of metamemory knowledge, executive functions, and time monitoring in children’s prospective memory performance

Time-based prospective memory in preschoolers - the role of time monitoring behavior

Background

Time-based prospective memory (TBPM) refers to the ability to remember to perform an intended activity at a specific time in the future or after a specific time interval. This article reviews TBPM memory in preschool children and explores the role of time monitoring behavior in TBPM performance.

Methods

A total of 242 preschool-aged children (aged 2-6) performed a prospective memory task, wherein prospective memory accuracy, ongoing task performance, and time monitoring activity were assessed. Additionally, the study examined the relationship of various cognitive abilities to TBPM performance through the use of appropriate cognitive tasks.

Results

The first signs of TBPM were observed in children as young as 2 years old. No significant age differences were identified; preschoolers can perform a delayed intention on their own initiative at a certain point in the future only to a minimal extent. The majority of variance in TBPM performance could be explained by time checking behavior.

Conclusion

The current study indicated that even 2-year-olds can perform TBPM at a basic level when the task is sufficiently understandable. While many cognitive abilities are correlated with TBPM performance, it appears that only time checking behavior plays a significant role in TBPM among preschoolers.

Improving children's ability to remember intentions: a literature review on strategies to improve prospective memory during childhood

Children often fail to remember executing intentions because prospective memory (PM) does not completely develop until late adolescence or young adulthood. PM failures are often observed in children and can have negative consequences on their everyday lives. Thus, in the last 50 years, various strategies to support children's PM have been designed and evaluated, such as prompting children to use different encoding modalities, such as verbal, visual, and enacted modalities, or encoding strategies, such as implementation intentions, episodic future thinking (EFT), and performance predictions, as well as providing children with verbal and visual reminders. However, not all these interventions have shown to efficiently enhance PM performance during childhood. The present literature review is aimed at summarizing these interventions and critically examining their effectiveness from a developmental perspective and by considering underlying mechanisms. The type of PM task (event-, time-, and activity-based), cognitive resource demands, and processing overlaps are also considered. Finally, directions for future research and possible applications in everyday life will be discussed.

Relations between parental metacognitive talk and children's early metacognition and memory

After decades of research suggesting that metacognition-that is, processes whereby people monitor and regulate their cognitive performance-did not emerge and is not related to children's performance until late childhood, recent studies have provided evidence that even preverbal infants can access their internal states. The existence of this basic metacognition raises the question of the variables influencing its development at such a young age and whether such early skills could predict successful cognitive performance. The current study had two main goals: (a) exploring the relation between parental metacognitive style and children's early metacognition and (b) determining whether these early metacognitive skills can predict children's memory performance. To this end, 2.5- to 4.5-year-old children (N = 72) and their parents were recruited. To assess parental metacognitive style, parent-child dyads were invited to participate in a 15-min session during which they played memory games. The parents' speech during this session was later coded for metacognitive content. Children's memory was assessed using cued recall and recognition tests. During one of these recognition tests, participants had the opportunity to ask for a cue to help them decide whether their response was correct (i.e., metacognitive measure). Results revealed that parental metacognitive style predicted both children's metacognitive accuracy and memory performance. Interestingly, a mediation effect of children's metacognitive skills on the relation between parental style and memory performance was found. These findings suggest that environmental factors such as parental metacognitive style are related to children's early metacognition, which in turn is linked to children's memory development.

[Formula: see text] A review of procedural and declarative metamemory development across childhood

Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care.

The effect of implementation intentions on event-, time-, and activity-based prospective memory in typically developing children

Prospective memory (PM) refers to the ability to remember and complete planned tasks in the future, which relies on working memory (WM) for encoding and maintaining the intention. Implementation intention is a useful strategy for improving PM function in adults. Yet the effect of implementation intentions in children, and whether factors such as age, gender, and WM capacity could modulate its effect remains unclear. In this study, we examined the effect of implementation intentions on PM in 154 children at 7–11 years of age. The standard group received standard instructions on PM task, whereas the implementation intention group received additional PM instruction, which comprised the “if . . . then . . .” format and guided visual imagery of the PM scenario. Participants completed the computer-based PM tasks (tapping into focal event-, time-, and activity-based PM) and the WM tests. The results showed that the two groups exhibited similar focal event-, time-, and activity-based PM performance. Although age and gender did not modulate the effect of implementation intentions on PM, WM capacity moderated the implementation intention effect on time-based PM. Specifically, higher WM capacity predicted higher implementation intention benefit. These findings suggest that children with higher WM capacity may have higher chance to benefit from the implementation intention strategy.

The relationship between executive functioning and self-regulated learning in Australian children

Executive functioning (EF) and self-regulated learning (SRL) are established predictors of academic achievement, both concurrent and future. Although it has been theorized that EF development enables SRL in early childhood, this directional model remains empirically untested against plausible alternatives. Thus, this study investigated the longitudinal relations between children's EF and SRL during the transition from kindergarten to Year 1 in an Australian sample to determine the direction and strength of the association between EF and SRL. We compared four directional models and also tested whether EF and SRL can be construed as manifestations of a common factor. Children's EF was assessed using a battery of tasks tapping working memory, inhibition, and shifting, and their SRL was assessed by teachers using the Checklist of Independent Learning Development. Cross-lagged structural equation modelling analyses were conducted on a longitudinal dataset of 176 children at the end of kindergarten (age M = 5 years, 8 months; SD = 4.02 months), and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). EF predicted SRL longitudinally (β= .58, controlling for kindergarten SRL), consistent with common assumptions, whereas SRL did not predict EF. However, the common factor model also fit the data very well. We concluded that EF and SRL are indeed related concurrently and longitudinally but that further evidence is needed to disambiguate whether EF is best understood as a necessary antecedent of SRL development in early childhood, or whether they reflect the same general construct.

"I'll remember everything no matter what!": The role of metacognitive abilities in the development of young children's prospective memory

Prospective memory (PM), the ability to remember to carry out future intentions, is a critical skill for children's daily activities. Despite this, little is known about young children's awareness of their PM ability (metamemory), how metamemory is affected by PM task difficulty, and how metacognitive abilities might be related to metamemory. The current study examined the effect of task difficulty on children's PM predictions, actual performance, and postdictions and relations among episodic memory metamemory, metacognitive control, and executive functioning. Children aged 4 to 6 years (N = 131) made PM predictions, completed an easy or difficult PM task, and then made PM postdictions. Children also made predictions and postdictions for their performance on an episodic recall task and then completed an independent measure of metacognitive control and two measures of executive function (working memory and inhibition). Results showed that (a) children's PM increased with age and was worse in the difficult PM task condition, (b) PM predictions and postdictions did not increase with age and only PM postdictions were affected by PM task difficulty; (c) children's PM and episodic recall predictions and postdictions were more accurate with age, (d) children's PM postdictions best predicted PM performance, whereas predictions best predicted episodic recall task performance, and (e) children with better metacognitive control had better PM and more accurate PM predictions. These results are discussed in terms of young children's optimism surrounding their memory performance and the emergence of early metacognitive abilities.

Alcohol Hangover Has Detrimental Impact Upon Both Executive Function and Prospective Memory

The alcohol hangover (AH) is a state of general malaise following an evening of heavy episodic drinking when the blood alcohol concentration of the person reaches/approaches zero. The aim of the current study was to investigate what impact the AH has upon both executive function (EF) and prospective memory (PM). Previous research has shown that the AH has a detrimental effect upon cognitive abilities, including attention, working memory, and PM. The current study focused upon what impact AH might have upon both EF and related PM in the same cohort, both of which underpin everyday remembering. The current study compared an AH group (AHG) with a non-hangover group (NHG) on both EF and PM measures. Forty-one participants aged 18-29 years were tested; 19 comprised the AHG and 22 of whom made up the NHG (individuals who reported no heavy drinking the day before and did not report any significant hangover symptoms). A Verbal Fluency task measured EF and the Prospective Remembering Video Procedure measured PM. The Acute Hangover Rating Scale measured AH symptoms and severity, and a Digital Breath Analyzer Test measured their blood alcohol concentration (BAC). A Recreational Drug Use Questionnaire measured alcohol and other drug use. Anyone reporting having used an illicit substance across their lifetime (e.g., cannabis, ecstasy) or who smoked heavily were omitted from the study. Two univariate analyses of covariance compared the AHG and NHG groups on Verbal Fluency and Prospective Remembering Video Task scores (controlling for age, total alcohol units consumed per week, and the number of years spent drinking). The AHG recalled significantly fewer items on the Verbal Fluency task [F _{(1, 36)} = 7.42, p < 0.01] and on the Prospective Remembering Video Task NHG [F _{(1, 36)} = 14.9, p < 0.001] when compared with the NHG. Overall, it appeared that a state of AH significantly impaired both EF and PM. Given the importance of EF and PM to everyday remembering, these findings may have farther-reaching implications.

A State of Alcohol Hangover Impedes Everyday Prospective Memory

The aim of the current study was to investigate what impact a state of alcohol hangover (AH) has upon everyday prospective memory (PM; memory for future events/intentions). Previous research has shown that the AH has a detrimental effect upon cognitive abilities, including memory and attentional deficits. No published research articles to date have focused upon what impact AH might have upon everyday memory, of which PM is a good example. The current study compared an AH group (AHG) with a non-hangover group (NHG) on PM. Since other drug use, anxiety and depression can affect PM independent of the AH, these covariates were controlled for in the study. Fifty-eight young adults studying at university participated in this between-subjects design study-25 in the AHG and 33 in the NHG. The Prospective Remembering Video Procedure (PRVP) measured PM. The Acute Hangover Rating Scale confirmed a state of AH and a Digital Breath Analyzer Test measured their BAC. The Hospital Anxiety and Depression Scale gauged levels of anxiety and depression and a Recreational Drug Use Questionnaire (RDUQ) measured alcohol and other drug use. Anyone who reported having used an illicit substance (e.g., cannabis, ecstasy) or who smoked, were excluded from the study. After controlling for age, alcohol units per week, years spent drinking alcohol, anxiety and depression scores, a one-way analysis of covariance (ANCOVA) revealed that the AHG (mean = 5.16) recalled significantly fewer items on the PRVP than the NHG (mean = 7.51)—F_(1,52) = 5.69, p < 0.05. Overall, it appeared that a state of AH significantly impaired PM, which was not attributable to age, alcohol use, or anxiety or depression indices. Given the importance of PM to everyday activities, such as remembering to keep appointments or to take an important medication on time, this finding may have farther-reaching implications. These findings should also be used to educate young adults and health professionals dealing with the consequences with regards the dangers of alcohol misuse.