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Guo Y, Gan J, Li Y. The effect of verbal praise on prospective memory. PSYCHOLOGICAL RESEARCH 2024; 88:880-891. [PMID: 38282131 DOI: 10.1007/s00426-023-01920-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 12/22/2023] [Indexed: 01/30/2024]
Abstract
Verbal praise is often used to improve prospective memory performance in daily life. According to the motivation cognitive model, the promotional effect of verbal praise on prospective memory may depend largely on redeploying attentional resources, so its promotional effect is likely to be influenced by attention. Two groups of college students (n = 128, n = 117) participated in two experimental studies that examined this hypothesis. Experiment 1 manipulated attention load by changing the difficulty of the ongoing tasks to focus on the effect of verbal praise on prospective memory under different attention load conditions. The results showed that verbal praise promoted prospective memory performance under both attentional load conditions (low, high), but verbal praise mainly promoted the prospective component when the attentional load was low, meanwhile, verbal praise mainly promoted the retrospective component when the attention load was high. Experiment 2 altered the dependence of prospective memory tasks on attentional resources by manipulating the cue focality, further exploring the promotional effect of verbal praise on prospective memory with different types of cues under the low attention load condition. The results showed that verbal praise only promoted prospective memory when non-focal cues were used. The results of this study partially verified the motivation cognitive model.
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Affiliation(s)
- Yunfei Guo
- Faculty of Education, Henan University, Jinming Road, Longting District, Kaifeng, China
| | - Jiaqun Gan
- Faculty of Education, Henan University, Jinming Road, Longting District, Kaifeng, China
| | - Yongxin Li
- Faculty of Education, Henan University, Jinming Road, Longting District, Kaifeng, China.
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Mazachowsky TR, Hamilton C, Mahy CEV. What Supports the Development of Children’s Prospective Memory? Examining the Relation between Children’s Prospective Memory, Memory Strategy Use, and Parent Scaffolding. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1939352] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Kretschmer-Trendowicz A, Kliegel M, Goschke T, Altgassen M. ‘If-then’ but when? Effects of implementation intentions on children’s and adolescents’ prospective memory. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Altgassen M, Sheppard DP, Hendriks MPH. Do importance instructions improve time-based prospective remembering in autism spectrum conditions? RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 90:1-13. [PMID: 31015072 DOI: 10.1016/j.ridd.2019.04.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Revised: 01/25/2019] [Accepted: 04/12/2019] [Indexed: 05/02/2023]
Abstract
This study explored the impact of motivation on the memory for delayed intentions (so-called, prospective memory, PM) in autistic individuals. Specifically, we were interested in the effects of personal (i.e., receiving a reward) as compared to social motivation (i.e., performing a favour for someone). Given the well-established theory of mind deficits in autism, we expected autistic individuals to benefit more strongly from personal than social importance manipulations, whereas the opposite pattern was predicted for controls. Sixty-one adolescents with autism and 61 typically developing adolescents participated, with each group distributed equally to one of the three motivation conditions of standard, social and personal reward. Participants worked on a 2-back picture-based ongoing task in which a time-based PM task was embedded. A mixed 2 (Group) x 3 (Motivation condition) analysis of covariance with age, verbal and non-verbal abilities as covariates and correct PM responses as dependent variable indicated solely a main effect of group, with controls outperforming the autism group. In contrast to our expectations, there was no main effect of condition, no significant interaction, and none of the covariates had any significant impact. However, further planned analyses revealed that controls only outperformed autistic individuals in the personal reward condition. Controls performed significantly best when a personal reward was promised, whereas there were no significant differences between the motivation conditions for autistic individuals. Findings are discussed in terms of underlying processes.
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Affiliation(s)
- Mareike Altgassen
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, the Netherlands.
| | - Daniel P Sheppard
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, the Netherlands
| | - Marc P H Hendriks
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, the Netherlands; Academic Centre for Epileptology, Kempenhaeghe, Heeze, the Netherlands
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Cejudo AB, McDaniel MA, Bajo MT. Event versus activity-based cues and motivation in school-related prospective memory tasks. PLoS One 2019; 14:e0215845. [PMID: 31002710 PMCID: PMC6474621 DOI: 10.1371/journal.pone.0215845] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Accepted: 04/09/2019] [Indexed: 12/03/2022] Open
Abstract
Prospective memory (PM), the ability to remember an intention in the future, is essential to children’s everyday lives. We explored age differences (6- to 7- vs. 10- to 11-year-olds) in PM depending on the nature of the task and the children’s motivation. Children performed event-based PM tasks (in which the cue was presented during the ongoing activity) and activity-based PM tasks (in which the cue consisted of finishing the ongoing activity). Additionally, the children were assigned to either a reward condition or a no-reward condition. The results showed better performance in event than in activity based tasks, with older children outperforming younger children in both. There was a marginal effect of reward for PM accuracy. These patterns suggest that the cue detection process and children’s motivation play a role in PM performance during development.
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Affiliation(s)
- Ana B. Cejudo
- Department of Experimental Psychology–Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
- * E-mail:
| | - Mark A. McDaniel
- Department of Psychological and Brain Sciences, Washington University, St. Louis, Missouri, United States of America
| | - M. Teresa Bajo
- Department of Experimental Psychology–Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
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Vetter NC, Drauschke M, Thieme J, Altgassen M. Adolescent Basic Facial Emotion Recognition Is Not Influenced by Puberty or Own-Age Bias. Front Psychol 2018; 9:956. [PMID: 29977212 PMCID: PMC6022279 DOI: 10.3389/fpsyg.2018.00956] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Accepted: 05/24/2018] [Indexed: 11/14/2022] Open
Abstract
Basic facial emotion recognition is suggested to be negatively affected by puberty onset reflected in a “pubertal dip” in performance compared to pre- or post-puberty. However, findings remain inconclusive. Further, research points to an own-age bias, i.e., a superior emotion recognition for peer faces. We explored adolescents’ ability to recognize specific emotions. Ninety-five children and adolescents, aged 8–17 years, judged whether the emotions displayed by adolescent or adult faces were angry, sad, neutral, or happy. We assessed participants a priori by pubertal status while controlling for age. Results indicated no “pubertal dip”, but decreasing reaction times across adolescence. No own-age bias was found. Taken together, basic facial emotion recognition does not seem to be disrupted during puberty as compared to pre- and post-puberty.
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Affiliation(s)
- Nora C Vetter
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany.,Department of Psychiatry and Neuroimaging Center, Technische Universität Dresden, Dresden, Germany.,Department of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychology, Bergische Universität Wuppertal, Wuppertal, Germany
| | - Mandy Drauschke
- Department of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Juliane Thieme
- Department of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Mareike Altgassen
- Department of Psychology, Technische Universität Dresden, Dresden, Germany.,Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, Netherlands
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Abstract
We conducted a study to examine the impact of motivation and length of delay on performance on prospective memory (PM) tasks in 2-year of children. A total of 158 children aged exactly 24 months were asked to perform a naturalistic PM task. Length of delay (10 min; 35 min) and motivation (high; very high) were between-subjects factors. Two thirds of children had to be excluded from the analysis because of poor retrospective memory for the PM task instructions which were no longer remembered at the end of the session. For the children who did remember the instructions, both motivation and delay had significant effects on PM. Also, their PM performance was reliably above zero, even after the long delay. The findings indicate that when children as young as 24 months are able to remember the PM task instructions they can reliably succeed in PM tasks that are intrinsically motivating for them.
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Affiliation(s)
| | - Agnieszka Niedźwieńska
- b Applied Memory Research Laboratory, Institute of Psychology , Jagiellonian University , Kraków , Poland
| | - Marta Białecka-Pikul
- c Early Child Development Psychology Laboratory, Institute of Psychology , Jagiellonian University , Kraków , Poland
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Kretschmer-Trendowicz A, Ellis JA, Altgassen M. Effects of Episodic Future Thinking and Self-Projection on Children's Prospective Memory Performance. PLoS One 2016; 11:e0158366. [PMID: 27355645 PMCID: PMC4927109 DOI: 10.1371/journal.pone.0158366] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2015] [Accepted: 06/14/2016] [Indexed: 11/19/2022] Open
Abstract
The present study is the first to investigate the benefits of episodic future thinking (EFT) at encoding on prospective memory (PM) in preschool (age: M = 66.34 months, SD = 3.28) and primary school children (age: M = 88.36 months, SD = 3.12). A second aim was to examine if self-projection influences the possible effects of EFT instructions. PM was assessed using a standard PM paradigm in children with a picture-naming task as the ongoing activity in which the PM task was embedded. Further, two first- and two second-order ToM tasks were administered as indicator of children’s self-projection abilities. Forty-one preschoolers and 39 school-aged children were recruited. Half of the participants in each age group were instructed to use EFT as a strategy to encode the PM task, while the others received standard PM instructions. Results revealed a significant age effect, with school-aged children significantly outperforming preschoolers and a significant effect of encoding condition with overall better performance when receiving EFT instructions compared to the standard encoding condition. Even though the interaction between age group and encoding condition was not significant, planned comparisons revealed first evidence that compared to the younger age group, older children’s PM benefitted more from EFT instructions during intention encoding. Moreover, results showed that although self-projection had a significant impact on PM performance, it did not influence the effects of EFT instructions. Overall, results indicate that children can use EFT encoding strategies to improve their PM performance once EFT abilities are sufficiently developed. Further, they provide first evidence that in addition to executive functions, which have already been shown to influence the development of PM across childhood, self-projection seems to be another key mechanism underlying this development.
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Affiliation(s)
| | - Judith A. Ellis
- School of Psychology & Clinical Language Sciences, University of Reading, Reading, United Kingdom
| | - Mareike Altgassen
- Department of Psychology, Technische Universitaet Dresden, Dresden, Germany
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
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Zhang X, Zuber S, Liu S, Kliegel M, Wang L. The effects of task instructor status on prospective memory performance in preschoolers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1080/17405629.2016.1165660] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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