Reference : Time’s Up! Involvement of Metamemory Knowledge, Executive Functions, and Time Monitor...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/174925
Time’s Up! Involvement of Metamemory Knowledge, Executive Functions, and Time Monitoring in Children’s Prospective Memory Performance
English
Geurten, Marie mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Lejeune, Caroline mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Meulemans, Thierry mailto [Université de Liège - ULiège > > Doyen de la Faculté de Psychologie et des sc. de l'éducation >]
2016
Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence
Psychology Press Taylor & Francis
22
4
443-457
Yes (verified by ORBi)
International
0929-7049
Lisse
The Netherlands
[en] Metamemory ; Strategy use ; Children ; Prospective Memory
[en] This study examined time-based prospective memory (PM) in children and explored the possible involvement of metamemory knowledge and executive functions in the use of an appropriate time monitoring strategy depending on the ongoing task’s difficulty. Specifically, a sample of 72 typically developing children aged 4, 6, and 9 years old were given an original PM paradigm composed of both an ongoing procedural activity and a PM task. Half of the participants (expert group) were trained in the ongoing activity before the prospective test. As expected, results show that time monitoring had a positive effect on children’s PM performance. Furthermore, mediation analyses reveal that strategic time monitoring was predicted by metamemory knowledge in the expert group but only by executive functions in the novice group. Overall, these findings provide interesting avenues to explain how metamemory knowledge, strategy use, and executive functions interact to improve PM performance during childhood.
Fonds de la Recherche Scientifique (Communauté française de Belgique) - F.R.S.-FNRS
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/174925
10.1080/09297049.2014.998642

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