[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.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Lejeune, Caroline ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Meulemans, Thierry ; Université de Liège - ULiège > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Language :
English
Title :
Time’s Up! Involvement of Metamemory Knowledge, Executive Functions, and Time Monitoring in Children’s Prospective Memory Performance
Publication date :
2016
Journal title :
Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence
ISSN :
0929-7049
eISSN :
1744-4136
Publisher :
Psychology Press Taylor & Francis, Lisse, Netherlands
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