کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
7272155 1473336 2018 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Do verbal reminders improve preschoolers' prospective memory performance? It depends on age and individual differences
ترجمه فارسی عنوان
آیا یادآورهای کلامی بهبود عملکرد حافظه آینده دانش آموزان را بهبود می بخشد؟ این بستگی به سن و تفاوتهای فردی دارد
کلمات کلیدی
حافظه احتمالی، عملکرد اجرایی، حافظه یکپارچه کودک پیش دبستانی، چارچوب اجرایی توسعه حافظه آینده،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Prospective memory (PM) involves both a retrospective memory component (i.e., remembering the content of a future intention) and a prospective component (i.e., detecting the appropriate cue and carrying out that intention). The current study was the first to test the effect of a single verbal reminder on 4- to 6-year-olds' PM performance. Children were randomly assigned to: (1) a reminder about the content of an intention (retrospective memory reminder), (2) a reminder to pay attention (executive reminder), or (3) no reminder to test the predictions of the Executive Framework of PM Development (Mahy et al., 2014b) that posit a key role for executive function in PM development once retrospective memory reaches a sufficient level. Children also completed independent measures of retrospective memory and executive control. We predicted that an executive reminder should help children's PM by increasing cue detection, whereas a retrospective memory reminder should not affect PM because by 4 children should be able to encode and store simple future intentions. Results showed that: (1) PM performance improved with age, (2) age interacted with the reminder condition, and (3) children with better executive functioning had better PM after receiving an executive reminder. These results suggest that age and individual differences play an important role in the impact reminders have on children's PM performance.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Cognitive Development - Volume 47, July–September 2018, Pages 158-167
نویسندگان
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