1
|
Frick A, Chevalier N. A First Theoretical Model of Self-Directed Cognitive Control Development. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2160720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Aurélien Frick
- GIGA-CRC in Vivo Imaging, University of Liège, Liège, Belgium
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
| | | |
Collapse
|
2
|
Mahy CEV. The development of children’s prospective memory: Lessons for developmental science. CHILD DEVELOPMENT PERSPECTIVES 2021. [DOI: 10.1111/cdep.12437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
3
|
Troller-Renfree SV, Buzzell GA, Fox NA. Changes in working memory influence the transition from reactive to proactive cognitive control during childhood. Dev Sci 2020; 23:e12959. [PMID: 32141641 DOI: 10.1111/desc.12959] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Revised: 02/06/2020] [Accepted: 02/07/2020] [Indexed: 11/28/2022]
Abstract
Cognitive control develops rapidly over the first decade of life, with one of the dominant changes being a transition from reliance on 'as-needed' control (reactive control) to a more planful, sustained form of control (proactive control). Although the emergence of proactive control is important for mature behavior, we know little about how this transition takes place, the neural correlates of this transition, and whether development of executive functions influences the ability to adopt a proactive control strategy. This study addresses these questions, focusing on the transition from reactive to proactive control in a cross-sectional sample of 79 children-forty-one 5-year-olds and thirty-eight 9-year-olds. Children completed an adapted version of the AX-Continuous Performance Task while electroencephalography was recorded and a standardized executive function battery was administered. Results revealed 5-year-olds predominantly employed reactive strategies, whereas 9-year-olds used proactive strategies. Use of proactive control was predicted by working memory ability, above and beyond other executive functions. Moreover, when enacting proactive control, greater increases in neural activity underlying working memory updating were observed; links between working memory ability and proactive control strategy use were mediated by such neural activity. These results provide convergent evidence that the transition from reactive to proactive control may be dependent on age-related changes in neurocognitive indices of working memory and that working memory may influence adopting a proactive control strategy.
Collapse
Affiliation(s)
- Sonya V Troller-Renfree
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - George A Buzzell
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Nathan A Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| |
Collapse
|
4
|
Barr R, Rusnak SN, Brito NH, Nugent C. Actions speak louder than words: Differences in memory flexibility between monolingual and bilingual 18-month-olds. Dev Sci 2019; 23:e12881. [PMID: 31206995 DOI: 10.1111/desc.12881] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 05/25/2019] [Accepted: 06/05/2019] [Indexed: 11/29/2022]
Abstract
Bilingual infants from 6- to 24-months of age are more likely to generalize, flexibly reproducing actions on novel objects significantly more often than age-matched monolingual infants are. In the current study, we examine whether the addition of novel verbal labels enhances memory generalization in a perceptually complex imitation task. We hypothesized that labels would provide an additional retrieval cue and aid memory generalization for bilingual infants. Specifically, we hypothesized that bilinguals might be more likely than monolinguals to map multiple perceptual features onto a novel label and therefore show enhanced generalization. Eighty-seven 18-month-old monolingual and bilingual infants were randomly assigned to one of two experimental conditions or a baseline control condition. In the experimental conditions, either no label or a novel label was added during demonstration and again at the beginning of the test session. After a 24-hr delay, infants were tested with the same stimulus set to test cued recall and with a perceptually different but functionally equivalent stimulus set to test memory generalization. Bilinguals performed significantly above baseline on both cued recall and memory generalization in both experimental conditions, whereas monolinguals performed significantly above baseline only on cued recall in both experimental conditions. These findings show a difference between monolinguals and bilinguals in memory generalization and suggest that generalization differences between groups may arise from visual perceptual processing rather than linguistic processing. A video abstract of this article can be viewed at https://youtu.be/yXB4pM3fF2k.
Collapse
Affiliation(s)
- Rachel Barr
- Georgetown University, Washington, District of Columbia
| | | | | | | |
Collapse
|
5
|
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]
|
6
|
Cejudo AB, Gómez-Ariza CJ, Bajo MT. The Cost of Prospective Memory in Children: The Role of Cue Focality. Front Psychol 2019; 9:2738. [PMID: 30687189 PMCID: PMC6333704 DOI: 10.3389/fpsyg.2018.02738] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Accepted: 12/19/2018] [Indexed: 11/13/2022] Open
Abstract
Prospective memory (PM) is an essential ability in daily life, since it involves remembering to perform an intention. While PM largely develops during childhood and adolescence, its underlying mechanisms are still poorly understood. In general, age differences in PM have been found with tasks in which the prospective cues are not part of the ongoing activity (non-focal PM tasks). In the present study, we evaluated the cognitive cost produced by a PM task over the ongoing activity by comparing the performance of a single-task condition with that of an ongoing activity condition involving a prospective intention. Specifically, to determine the impact of cue focality on performance as a function of age, we tested two groups of children (6 and 11 years old) in three experimental conditions: single, focal and non-focal prospective cues. In the single-task condition, children were only asked to perform the ongoing task (to categorize images as animal or non-animal). In the focal condition, in addition to performing the ongoing activity, participants were asked to press different keys whenever the image appearing on the screen was a kite or a ball. In the non-focal condition, children were to press the keys if the color of the frame of the screen changed to magenta or gray. Although reaction times were greater for the non-focal conditions in both age groups, the results showed worse performance on the ongoing activity for both the focal and the non-focal conditions (relative to the single-task condition) in the younger children. This difference was less pronounced in older children so that response times for focal and non-focal cues differed from the single condition, but the difference in performance between focal and single task conditions was not reliable. These findings, which are partly in line with the dual process framework (McDaniel et al., 2015), suggest that while non-focal prospective cues compromise attentional control in younger and older children, focal cues seem to rely on less effortful processes in older children.
Collapse
Affiliation(s)
- Ana B Cejudo
- Department of Experimental Psychology, The Mind, Brain, and Behaviour Research Centre, University of Granada, Granada, Spain
| | | | - M Teresa Bajo
- Department of Experimental Psychology, The Mind, Brain, and Behaviour Research Centre, University of Granada, Granada, Spain
| |
Collapse
|
7
|
When children forget to remember: Effects of reduced working memory availability on prospective memory performance. Mem Cognit 2018; 45:651-663. [PMID: 27987114 DOI: 10.3758/s13421-016-0682-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The preparatory attentional and memory processes theory (PAM) of prospective memory (PM) proposes that prospective remembering is influenced by the variation in the availability of WM resources. Consequently, PM should be impaired when WM resources are reduced either by direct WM manipulation or by individual differences associated with restricted WM performance. Our study tested this prediction in school-age children by examining the independent and interactive effects of three factors known to deplete availability of WM resources: increased processing demands of a concurrent arithmetic task, additional WM span requirements, and high trait anxiety. A sample of 10-year-old children (N = 128) performed a PM task, embedded in an ongoing arithmetic task, which progressively imposed greater WM processing demands. Half of these participants also concurrently carried out an embedded WM span task. The results supported the PAM hypothesis, showing that children's PM was compromised by the restriction of WM resources, whether this resulted from increasing the processing demands on the ongoing task, from imposing additional WM span requirements, or from high trait anxiety. However, these WM-depleting factors exerted additive effects rather than an interactive impact, suggesting that they might each deplete different aspects of WM resource availability necessary for prospective remembering. Overall findings imply that children's PM success is not only associated to their WM capacity but it mostly depends upon how many of those WM resources are available to be devoted to the PM requirement.
Collapse
|
8
|
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.
Collapse
|
9
|
|
10
|
Guajardo NR, Cartwright KB. The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school. J Exp Child Psychol 2015; 144:27-45. [PMID: 26689129 DOI: 10.1016/j.jecp.2015.11.004] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2015] [Revised: 11/14/2015] [Accepted: 11/16/2015] [Indexed: 12/27/2022]
Abstract
The current longitudinal study examined the roles of theory of mind, counterfactual reasoning, and executive function in children's pre-reading skills, reading awareness, and reading comprehension. It is the first to examine this set of variables with preschool and school-aged children. A sample of 31 children completed language comprehension, working memory, cognitive flexibility, first-order false belief, and counterfactual reasoning measures when they were 3 to 5 years of age and completed second-order false belief, cognitive flexibility, reading comprehension, and reading awareness measures at 6 to 9 years of age. Results indicated that false belief understanding contributed to phrase and sentence comprehension and reading awareness, whereas cognitive flexibility and counterfactual reasoning accounted for unique variance in reading comprehension. Implications of the results for the development of reading skill are discussed.
Collapse
Affiliation(s)
- Nicole R Guajardo
- Department of Psychology, Christopher Newport University, Newport News, VA 23606, USA.
| | - Kelly B Cartwright
- Department of Psychology, Christopher Newport University, Newport News, VA 23606, USA
| |
Collapse
|