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Wacker S, Roebers CM. Stop and think: Additional time supports monitoring processes in young children. PLoS One 2022; 17:e0274460. [PMID: 36107922 PMCID: PMC9477363 DOI: 10.1371/journal.pone.0274460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 08/30/2022] [Indexed: 11/25/2022] Open
Abstract
When children evaluate their certainty, monitoring is often inaccurate. Even though young children struggle to estimate their confidence, existing research shows that monitoring skills are developing earlier than expected. Using a paired associates learning task with integrated monitoring, we implemented a time window to—"Stop and Think"—before children generated their answers and evaluated their confidence in the chosen response. Results show that kindergarten and second grade children in the—"Stop and Think"—condition have higher monitoring accuracy than the control group. Implementing a time window thus seems to support children in their evaluation of different certainty levels. Relating individual differences in independently measured inhibitory control skills revealed a correlation between monitoring and inhibition for kindergarteners.
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Affiliation(s)
- Sophie Wacker
- Department of Psychology, University of Bern, Bern, Switzerland
- * E-mail:
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Ji L, Zhao Q, Zhang Y, Wan J, Yu Y, Zhao J, Li X. Event-Related Brain Potential Correlates of Event-Based Prospective Memory in Children With Learning Disability. Front Psychiatry 2022; 13:898536. [PMID: 35815023 PMCID: PMC9256924 DOI: 10.3389/fpsyt.2022.898536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 05/25/2022] [Indexed: 11/13/2022] Open
Abstract
Prospective memory (PM) has been reported to be impaired in children with learning disabilities (LD), but few studies have examined the underlying neural mechanism of this impairment. To address this issue, the present study applied ERP technique to explore the difference of event-based prospective memory (EBPM) in 21 children with LD and 20 non-LD children with double task paradigm. Results from behavioral data showed that LD children exhibited lower accuracy than non-LD children. The ERP results showed that the two groups displayed significant difference in the ERP components, with longer N300 latency in LD group, but there was no obvious difference found in the prospective positivity component. The present findings seem to indicate that the poor performance of LD children on PM task might be result from deficits in PM cues detection. These results provided evidence for the existence of altered PM processing in LD children, which was characterized by a selective deficit in cues detection of PM. Therefore, these findings shed new light on the neurophysiological processes underlying PM in children with LD.
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Affiliation(s)
- Lili Ji
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Qi Zhao
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macau, Macau SAR, China
- Center for Cognitive and Brain Sciences, University of Macau, Macau, Macau SAR, China
| | - Yafei Zhang
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Jiaojiao Wan
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Yifan Yu
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Junfeng Zhao
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Xiaoming Li
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
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The Effectiveness of Training Metacognitive Beliefs and State on Working Memory of Elementary School Students. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.52547/jcp.9.3.41] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Cottini M, Basso D, Pieri A, Palladino P. Metacognitive Monitoring and Control in Children’s Prospective Memory. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1916500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Milvia Cottini
- Free University of Bolzano-Bozen, Italy
- University of Pavia, Italy
| | - Demis Basso
- Free University of Bolzano-Bozen, Italy
- Universidad Catolica del Maule, Chile
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Ji L, Zhao Q, Gu H, Chen Y, Zhao J, Jiang X, Wu L. Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities. Front Psychol 2021; 12:528883. [PMID: 33746809 PMCID: PMC7973034 DOI: 10.3389/fpsyg.2021.528883] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 01/13/2021] [Indexed: 12/02/2022] Open
Abstract
Students with learning disabilities (LDs) suffer from executive function deficits and impaired prospective memory (PM). Yet the specificity of deficits associated with different types of LDs is still unclear. The object of the present research was to compare subgroups of students with different forms of LDs (<25th percentile) on executive function and PM. Students with a mathematics disability (MD, n = 30), reading disability (RD, n = 27), both (RDMD, n = 27), or neither (typically developing, TD, n = 30) were evaluated on a set of executive functioning tasks (e.g., updating, inhibition, and shifting) and on PM. The results showed that students with MDs and RDMDs suffered from PM deficits. Among the subtypes of LDs, the deficit is different. The students with RDMDs showed a wide range of defects in PM, shifting, inhibition, and updating. In comparison, students with MDs experienced deficits in PM and shifting, while students with RDs experienced a deficit only in updating. For the RD group, the RDMD group and the TD group, updating, and shifting significantly predicted PM. For the MD group, only shifting significantly predicted PM performance, but PM deficits were not completely confined to shifting deficits.
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Affiliation(s)
- Lili Ji
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Qi Zhao
- Department of Psychology, University of Macau, Macau, China
| | - Huang Gu
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Yanan Chen
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Junfeng Zhao
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Xiaowei Jiang
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Lina Wu
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
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Lavis L, Mahy CEV. "I'll remember everything no matter what!": The role of metacognitive abilities in the development of young children's prospective memory. J Exp Child Psychol 2021; 207:105117. [PMID: 33676117 DOI: 10.1016/j.jecp.2021.105117] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 01/27/2021] [Accepted: 01/27/2021] [Indexed: 11/19/2022]
Abstract
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.
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Affiliation(s)
- Lydia Lavis
- Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Caitlin E V Mahy
- Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada.
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Dunstone J, Atkinson M, Grainger C, Renner E, Caldwell CA. Limited evidence for executive function load impairing selective copying in a win-stay lose-shift task. PLoS One 2021; 16:e0247183. [PMID: 33661937 PMCID: PMC7932141 DOI: 10.1371/journal.pone.0247183] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 02/02/2021] [Indexed: 11/18/2022] Open
Abstract
The use of ‘explicitly metacognitive’ learning strategies has been proposed as an explanation for uniquely human capacities for cumulative culture. Such strategies are proposed to rely on explicit, system-2 cognitive processes, to enable advantageous selective copying. To investigate the plausibility of this theory, we investigated participants’ ability to make flexible learning decisions, and their metacognitive monitoring efficiency, under executive function (EF) load. Adult participants completed a simple win-stay lose-shift (WSLS) paradigm task, intended to model a situation where presented information can be used to inform response choice, by copying rewarded responses and avoiding those that are unrewarded. This was completed alongside a concurrent switching task. Participants were split into three conditions: those that needed to use a selective copying, WSLS strategy, those that should always copy observed information, and those that should always do the opposite (Expt 1). Participants also completed a metacognitive monitoring task alongside the concurrent switching task (Expt 2). Conditions demanding selective strategies were more challenging than those requiring the use of one rule consistently. In addition, consistently copying was less challenging than consistently avoiding observed stimuli. Differences between selectively copying and always copying were hypothesised to stem from working memory requirements rather than the concurrent EF load. No impact of EF load was found on participants’ metacognitive monitoring ability. These results suggest that copying decisions are underpinned by the use of executive functions even at a very basic level, and that selective copying strategies are more challenging than a combination of their component parts. We found minimal evidence that selective copying strategies relied on executive functions any more than consistent copying or deviation. However, task experience effects suggested that ceiling effects could have been masking differences between conditions which might be apparent in other contexts, such as when observed information must be retained in memory.
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Affiliation(s)
- Juliet Dunstone
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
- * E-mail:
| | - Mark Atkinson
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
| | | | - Elizabeth Renner
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
| | - Christine A. Caldwell
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
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Abstract
Abstract. Prospective Memory (PM; i.e., the ability to remember to perform planned tasks) represents a key proxy of healthy aging, as it relates to older adults’ everyday functioning, autonomy, and personal well-being. The current review illustrates how PM performance develops across the lifespan and how multiple cognitive and non-cognitive factors influence this trajectory. Further, a new, integrative framework is presented, detailing how those processes interplay in retrieving and executing delayed intentions. Specifically, while most previous models have focused on memory processes, the present model focuses on the role of executive functioning in PM and its development across the lifespan. Finally, a practical outlook is presented, suggesting how the current knowledge can be applied in geriatrics and geropsychology to promote healthy aging by maintaining prospective abilities in the elderly.
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Affiliation(s)
- Sascha Zuber
- Center for the Interdisciplinary Study of Gerontology and Vulnerability (CIGEV), University of Geneva, Switzerland
- Swiss National Center of Competences in Research LIVES – Overcoming Vulnerability: Life Course Perspectives, Lausanne and Geneva, Switzerland
- Department of Psychology, University of Geneva, Switzerland
| | - Matthias Kliegel
- Center for the Interdisciplinary Study of Gerontology and Vulnerability (CIGEV), University of Geneva, Switzerland
- Swiss National Center of Competences in Research LIVES – Overcoming Vulnerability: Life Course Perspectives, Lausanne and Geneva, Switzerland
- Department of Psychology, University of Geneva, Switzerland
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Kanar AM, Bouckenooghe D. Prompting Metacognition During a Job Search: Evidence from a Randomized Controlled Trial with University Job Seekers. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2020. [DOI: 10.1111/apps.12255] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Cottini M, Meier B. Prospective memory monitoring and aftereffects of deactivated intentions across the lifespan. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2019.100844] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Helm AF, McCormick SA, Deater-Deckard K, Smith CL, Calkins SD, Bell MA. Parenting and Children's Executive Function Stability Across the Transition to School. INFANT AND CHILD DEVELOPMENT 2019; 29. [PMID: 32617081 DOI: 10.1002/icd.2171] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behavior to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the development of children's EF from 4 to 6 years old. Participants were mother and child dyads (N = 151). Children completed cognitive tasks to assess overall EF at age 4 and age 6. At both time points, mothers and children completed interaction tasks which were videotaped and coded to assess various parenting dimensions. Results indicated that children with high EF at age 4 were more likely to have high EF at age 6. In addition, results suggested that higher levels of positive parenting across the transition to school promote stability of individual differences in EF.
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Zuber S, Mahy CE, Kliegel M. How executive functions are associated with event-based and time-based prospective memory during childhood. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.03.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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Cottini M, Basso D, Saracini C, Palladino P. Performance predictions and postdictions in prospective memory of school-aged children. J Exp Child Psychol 2019; 179:38-55. [DOI: 10.1016/j.jecp.2018.10.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Revised: 10/16/2018] [Accepted: 10/20/2018] [Indexed: 11/26/2022]
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Redshaw J, Vandersee J, Bulley A, Gilbert SJ. Development of Children's Use of External Reminders for Hard-to-Remember Intentions. Child Dev 2018; 89:2099-2108. [PMID: 29446452 DOI: 10.1111/cdev.13040] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.
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The role of declarative and procedural metamemory in event-based prospective memory in school-aged children. J Exp Child Psychol 2017; 166:17-33. [PMID: 28858667 DOI: 10.1016/j.jecp.2017.08.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2016] [Revised: 07/26/2017] [Accepted: 08/07/2017] [Indexed: 11/20/2022]
Abstract
Prospective memory (PM) develops considerably during the primary school years (7 or 8years of age). Developmental changes have been mainly related to executive functions, although it has been recently suggested that PM would also potentially benefit from metamemory (MM). To date, only procedural MM, operationalized as performance predictions, has been investigated in relation to PM, whereas declarative MM has remained unexplored. Adults' performance has been shown to improve with predictions, but only in a resource-demanding (i.e., categorical) PM task rather than a more automatic (i.e., specific) one. The aim of the current investigation was to study whether PM performance of 7-year-old children (N=59) would benefit from performance predictions. Thus, half of the children predicted their performance and half of them received standard instructions for two PM tasks: one including categorical PM targets and one including specific ones. To investigate the processes underlying the retrieval of PM targets and the effect of predictions, we obtained measures for declarative MM, inhibitory control, and working memory (WM). Results revealed that children benefitted from performance predictions in the categorical PM task but not in the specific one. This advantage caused slower ongoing task response times, suggesting that strategic monitoring processes were enhanced. Moreover, PM performance was related to WM capacity and declarative MM. However, declarative MM mainly predicted PM advantage in the prediction group, showing that children with high MM knowledge benefitted especially from performance predictions. These findings are the first showing the important relation among procedural MM, declarative MM, and PM in school-aged children.
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Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2017.04.001] [Citation(s) in RCA: 156] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Spiess MA, Meier B, Roebers CM. Development and longitudinal relationships between children’s executive functions, prospective memory, and metacognition. COGNITIVE DEVELOPMENT 2016. [DOI: 10.1016/j.cogdev.2016.02.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Roebers CM, Feurer E. Linking Executive Functions and Procedural Metacognition. CHILD DEVELOPMENT PERSPECTIVES 2015. [DOI: 10.1111/cdep.12159] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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