The development of prospective memory in typically developing children.
The development of prospective memory in typically developing children.
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DOI：
10.1037/a0022239
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发表时间：
2011-05
期刊：
影响因子：
2.4
通讯作者：
Tian-xiao Yang;R. Chan;D. Shum
中科院分区：
文献类型：
--
作者：
Tian-xiao Yang;R. Chan;D. Shum
目的 本研究旨在使用专门设计的任务来捕获典型发育中的学龄儿童基于时间、基于活动和基于事件的前瞻性记忆 (PM) 表现。方法 使用两项 PM 任务（钓鱼游戏和欢乐周）来检查这些儿童的 PM 发展模式。在这些任务中还检查了回顾性记忆（RM）。总共招募了 120 名 7 至 12 岁儿童（每个年龄段 10 名女孩和 10 名男孩）。还进行了工作记忆、抑制力和智商测试。结果 年龄对 PM 准确性的影响非常显着，在 7 至 8 岁和 10 至 11 岁之间有所改善。对于这两个任务，基于时间的 PM 任务的性能明显低于基于事件的 PM 任务，而基于事件的 PM 任务的性能又明显低于基于活动的 PM 任务。在错误方面，结果表明，虽然与任务的 PM 部分相关的错误随着年龄的增长而减少，但与 RM 部分相关的错误呈现倒 U 形。不同的错误模式表明儿童 PM 发展存在质和量的差异。最后，当排除年龄因素后，我们发现智商、工作记忆和抑制力与 PM 相关。结论 研究结果强调了情境线索（例如活动和事件）对于儿童前瞻性记忆的重要性。此外，它们还提供了学龄儿童 PM 发展的总体情况，对教育工作者和家长具有重要意义。
OBJECTIVE This study aimed to use specifically designed tasks to capture time-based, activity-based, and event-based prospective memory (PM) performance in typically developing school-age children. METHOD Two PM tasks (Fishing Game & Happy Week) were used to examine the developmental patterns of PM in these children. Retrospective memory (RM) was also examined in these tasks. A total of 120 children aged between 7 and 12 years (10 girls and 10 boys in each age band) were recruited. Tests of working memory, inhibition, and IQ were also administered. RESULTS The age effect on PM accuracy was significant, with improvements identified between ages 7 to 8 and 10 to 11 years. For both tasks, performance on the time-based PM task was significantly poorer than that on the event-based PM task, which in turn was significantly poorer than that on the activity-based PM task. In terms of errors, results indicated that while errors associated with the PM component of the tasks decreased with age, errors associated with the RM component showed an inverted-U shape. The different patterns of errors suggest qualitative as well as quantitative differences in PM development in children. Finally, IQ, working memory, and inhibition were found to relate to PM when age was partialed out. CONCLUSIONS Results of the study highlight the importance of contextual cues, such as activities and events, for prospective remembering in children. In addition, they have provided a general picture of PM development in school-age children and have implications for educators and parents.