The development of prospective memory in young schoolchildren: The impact of ongoing task absorption, cue salience, and cue centrality

• Published in: Journal of experimental child psychology Vol. 116; no. 4; pp. 792 - 810
• Main Authors: Kliegel, Matthias, Mahy, Caitlin E.V., Voigt, Babett, Henry, Julie D., Rendell, Peter G., Aberle, Ingo
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier Inc 01.12.2013; Elsevier; Elsevier BV
• Subjects: Age Differences; Age Factors; Attention; Biological and medical sciences; Child; Child Development; Child psychology; Cognition & reasoning; Cue centrality; Cue salience; Cues; Development; Developmental psychology; Executive Function; Female; Fundamental and applied biological sciences. Psychology; Humans; Male; Memory; Memory, Episodic; Mental Recall; Ongoing task; Prospective memory; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Recall; Schoolchildren; Stimuli; Task Performance and Analysis; Development; Prospective memory; Cue centrality; Cue salience; Schoolchildren; Ongoing task; Human; Crystallized intelligence; Memory; Cognition; Fluent intelligence; Experimental study; School age; Cognitive development; Performance; Child; Age
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2013.07.012

•9- and 10-year-olds outperformed 6- to 7-year-olds in event-based prospective memory.•Varying cue centrality, age effects only emerged with cues outside the center of attention.•Findings suggest developing executive control as cognitive mechanism.•Alternative conceptual explications are deeper encoding or changes in meta-memory. This study presents evidence that 9- and 10-year-old children outperform 6- and 7-year-old children on a measure of event-based prospective memory and that retrieval-based factors systematically influence performance and age differences. All experiments revealed significant age effects in prospective memory even after controlling for ongoing task performance. In addition, the provision of a less absorbing ongoing task (Experiment 1), higher cue salience (Experiment 2), and cues appearing in the center of attention (Experiment 3) were each associated with better performance. Of particular developmental importance was an age by cue centrality (in or outside of the center of attention) interaction that emerged in Experiment 3. Thus, age effects were restricted to prospective memory cues appearing outside of the center of attention, suggesting that the development of prospective memory across early school years may be modulated by whether a cue requires overt monitoring beyond the immediate attentional context. Because whether a cue is in or outside of the center of attention might determine the amount of executive control needed in a prospective memory task, findings suggest that developing executive control resources may drive prospective memory development across primary school age.