Prospective Memory In Children Research Articles

From the lab to the classroom: Improving children's prospective memory in a natural setting.

Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-life PM tasks is still unknown. The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children's PM in a natural setting, namely in the classroom. Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study. As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children's everyday prospective and retrospective memory failures were also collected. Results showed that encoding strategies were effective in enhancing children's PM performance. However, differences compared to previous laboratory-based findings emerged since predicting PM performance resulted to be most effective in enhancing real-life PM performance. Moreover, parent reports were related to children's PM performance. These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices.

Improving children's ability to remember intentions: a literature review on strategies to improve prospective memory during childhood.

Children often fail to remember executing intentions because prospective memory (PM) does not completely develop until late adolescence or young adulthood. PM failures are often observed in children and can have negative consequences on their everyday lives. Thus, in the last 50years, various strategies to support children's PM have been designed and evaluated, such as prompting children to use different encoding modalities, such as verbal, visual, and enacted modalities, or encoding strategies, such as implementation intentions, episodic future thinking (EFT), and performance predictions, as well as providing children with verbal and visual reminders. However, not all these interventions have shown to efficiently enhance PM performance during childhood. The present literature review is aimed at summarizing these interventions and critically examining their effectiveness from a developmental perspective and by considering underlying mechanisms. The type of PM task (event-, time-, and activity-based), cognitive resource demands, and processing overlaps are also considered. Finally, directions for future research and possible applications in everyday life will be discussed.

Emotion Regulation and Prospective Memory in Children with Autism Spectrum Disorder: An Empirical Investigation

Introduction: Autism spectrum disorder (ASD) has often been associated with emotion dysregulation and poor memory functions. While both these aspects are integral to daily life, understanding their relationship with individuals with ASD is critical. Previous research has indicated amplified emotional response, suggesting emotion dysregulation to be a core feature of ASD. Findings in the area of prospective memory (PM) yield inconsistent results. Therefore, this study aims to explore parental assessment of emotion regulation (ER) strategies and PM in children with ASD. Methods: This cross-sectional research was conducted using proxy reports by parents using snowball sampling between the ages of 5 and 12 years (n = 40) and analyzed using ANOVA. Results: The factorial ANOVA revealed that children with ASD exhibited significantly lower utilization of cognitive reappraisal strategies compared to the neurotypical group (F [1, 78] = 29.829, P < 0.001). In addition, significant main effects were observed for cue (F [1, 78] = 4.191, P = 0.044) and term (F [1, 78] = 35.669, P < 0.001). However, the main effect of memory was not found to be statistically significant (F [1, 78] = 3.194, P = 0.078). Furthermore, a substantial group effect was detected in the context of memory performance (F [1, 78] = 135.170, P < 0.01). Conclusion: The findings suggest that parent rating on ER and PM can adequately provide an insight into the actual performance of children.

EPELI: a novel virtual reality task for the assessment of goal-directed behavior in real-life contexts

A recently developed virtual reality task, EPELI (Executive Performance in Everyday LIving), quantifies goal-directed behavior in naturalistic conditions. Participants navigate a virtual apartment, performing household chores given by a virtual character. EPELI aims to tap attention, executive function, and prospective memory. To ensure its applicability to further research and clinical work and to study its relationship to relevant background factors, we examined several key properties of EPELI in 77 typically developing 9–13-year-old children. These included EPELI’s internal consistency, age and gender differences, sensitivity to gaming experience, head-mounted display (HMD) type, and verbal recall ability, as well as its relationships with parent-rated everyday executive problems. Of the eight EPELI measures, the following six showed acceptable internal consistency: task and navigation efficacy, number of correctly performed tasks and overall actions, time monitoring, and controller movement. Some measures were associated with age, gender, or verbal encoding ability. Moreover, EPELI performance was associated with parent-rated everyday executive problems. There were no significant associations of gaming background, task familiarity, or HMD type with the EPELI measures. These results attest to the reliability and ecological validity of this new virtual reality tool for the assessment of attention, executive functions, and prospective memory in children.

Dynamic functional connectivity associated with prospective memory success in children

To remember the prospective intention successfully, going back and forth between the background task and the intention, i.e., the dynamics of these multiple processes can be critical. An executive function like task switching has been associated with the success of prospective memory (PM) in children, but the neural mechanism of PM in children has not been investigated. The purpose of this study was to reveal the dynamic functional connectivity underlying the success of PM in children. Healthy 108 children, aged 7 to 15, were engaged in a single trial PM task, with a 30-min delay. Temporal variabilities in their resting-state functional connectivity were analyzed, using sliding windows with seed regions of interest ROIs of the PM network. About 70% of children successfully remembered the intention; they showed greater dynamics in neural connectivity between the right dorsolateral prefrontal cortex (DLPFC) and intraparietal sulcus, and between the right DLPFC and insula as compared to children with PM failure. Everyday activities and the usual attention to ongoing processes can be associated with alertness in the right frontoparietal network and internal-state monitoring in the insula network, and those dynamics might be associated with one-time event PM success in children.

"Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance.

According to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also in school. However, little is known about the impact of this bias on academic performance. This study aimed to evaluate the impact of children's PM on teacher's evaluations of their academic performance (i.e., grades) and social skills. A total of 158 eight- and twelve-year-old children (48% females) participated in this study. A working memory (WM) updating task was used as ongoing task (OT), in which the PM task was embedded and required participants to respond whenever certain pictures appeared. Children's social skills were measured through teacher ratings, whereas grades were collected as indicators of teachers' assessment of academic performance. Children's WM span and inhibitory control were also assessed. Results showed that 8- and 12-year-old children's academic performance was predicted by both PM performance and teachers' evaluations of social skills. However, social skills evaluations were not predicted by PM performance. WM span was related to grades in 8year olds, while inhibitory control was related to PM performance in 12 year olds. These outcomes highlight that children's grades are not explained only by academic performance itself but also by other personal skills. Awareness of the biases which can occur when evaluating children's academic performance can help teachers to be more objective in their assessment.

Event-Related Brain Potential Correlates of Event-Based Prospective Memory in Children With Learning Disability.

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.

Effects of incidental reminders on prospective memory in children.

Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White from lower-middle- to middle-class families) had to remember to put cards with a picture of a dog into a box (placed behind the child) every time they finished working on an activity book with a line drawing on each page (activity-based PM task). Additionally, the picture presented on the last page of each activity book was manipulated to examine the role of incidental reminders on PM. Results showed that 7-year-old children significantly outperformed 5-year-olds on the PM task despite age equivalence of performance on the ongoing visual search task. For both age groups, an incidental reminder (a line drawing of a dog) that was similar to the target of the PM task (a card with a color picture of a dog) significantly improved PM compared to the no-reminder condition (a line drawing of a flower), while reminders related to the PM action (a line drawing of a box) or semantically related to the target of the PM task (a line drawing of a cat) were not effective. These findings have important practical and theoretical implications and open up interesting avenues for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Time-Based Prospective Memory in Children With Mathematics Learning Difficulties is Defective

Time-Based Prospective Memory in Children With Mathematics Learning Difficulties is Defective

What Supports the Development of Children’s Prospective Memory? Examining the Relation between Children’s Prospective Memory, Memory Strategy Use, and Parent Scaffolding

ABSTRACT Remembering to carry out intended actions in the future, known as prospective memory (PM), is an important cognitive ability. In daily life, individuals remember to perform future tasks that might rely on effortful processes (monitoring) but also habitual tasks that might rely on more automatic processes. The development of PM across childhood in laboratory contexts is well understood, but little is known about the social context in which children develop their PM skills in everyday life. In the current study, three hundred and one parents reported on their 3-to 11-year-old child’s PM, child’s strategy use, and on their own scaffolding of their child’s PM using the Children’s Everyday Memory Questionnaire (CEMQ; adapted from the Prospective Memory Questionnaire). Preliminary analyses showed that the PM items on the CEMQ were reliable and composed of two components (a PM and a PM strategy use subscale). Our results showed that children’s PM and use of memory strategies, as reported by their parents, increased with age. Further, more frequent parent scaffolding was related to better PM in children. These relations were also explored separately for older and younger children. Notably, parents of younger, 3-to 6-year-olds reported scaffolding them more frequently with age, while parents of older, 7-to 11-year-olds reported scaffolding them less frequently with age. Open-ended responses revealed that parents used verbal reminders and children used external aids most frequently. Overall, parent scaffolding appears to impact children’s PM, but future research is needed to identify the causal direction of these relations.

Remembering to remember: prospective memory in children with epilepsy

ABSTRACT Prospective memory, the ability to remember to perform an intended act in the future, is a complex process that involves several stages and cognitive domains. This study sought to investigate prospective memory functioning in children with idiopathic epilepsy using tasks from the Rivermead Behavioral Memory Test for Children (RBMT-C) and the Memory for Intentions Screening Test for Youth (MISTY). Performances on prospective memory task characteristics of the MISTY (i.e., cue-type, length of time delay, and response type) were also compared between and across participant groups. Healthy children (N = 26) were found to have higher overall IQ and verbal IQ scores when compared to children with epilepsy (N = 19). Group differences in prospective memory functioning were found in subtests of the RBMT-C but not on the MISTY. Lastly, while there was no significant interaction effect between the groups and MISTY task characteristics, main effects were found across participant groups; all participants performed better on event-based tasks when compared to time-based tasks and on two-minute when compared to 10-minute time delays. Overall, findings suggest potential differences in cognitive functioning, particularly in IQ and prospective memory, in children with idiopathic epilepsy, though due to differences in findings across prospective memory tasks, further research is warranted to more definitively ascertain the extent, if any, of prospective memory deficits in children with epilepsy.

Adults’ perceptions of forgetful children: the impact of child age, domain, and memory type

ABSTRACT Prospective memory (PM) tasks have been described as social in nature because carrying out one's intentions often has an impact on others. Despite the claim that PM errors [compared to retrospective memory (RM) errors] are perceived as character flaws, little empirical work has tested this assertion. In particular, no study has examined how adults perceive children's PM errors. Thus, the aim of the current studies was to examine adults’ perceptions of children's forgetfulness depending on child age (4 vs. 10-year-olds), domain of the memory error (academic vs. social), and memory type (PM vs. RM). In Study 1, adult participants rated children's PM errors on seven traits. Findings showed that social errors were rated more negatively than academic errors, and age and domain interacted such that 10-year-olds were rated more negatively than 4-year-olds for making social errors but not academic errors. Study 2 examined the impact of child age, domain, and memory type on perceptions of forgetful children to specifically test differences between PM and RM errors. Results showed a larger difference between ratings of 10-year-olds for their academic and social memory errors compared to 4-year-olds, but only for RM errors.

Revealing the dynamics of prospective memory processes in children with eye movements

Prospective memory (PM), the memory for delayed intentions, develops during childhood. The current study examined PM processes, such as monitoring, PM cue identification and intention retrieval with particular focus on their temporal dynamics and interrelations during successful and unsuccessful PM performance. We analysed eye movements of 6–7 and 9–10 year olds during the inspection of movie stills while they completed one of three different tasks: scene viewing followed by a snippet allocation task, a PM task and a visual search task. We also tested children's executive functions of inhibition, flexibility and working memory. We found that older children outperformed younger children in all tasks but neither age group showed variations in monitoring behaviour during the course of the PM task. In fact, neither age group monitored. According to our data, initial processes necessary for PM success take place during the first fixation on the PM cue. In PM hit trials we found prolonged fixations after the first fixation on the PM cue, and older children showed a greater efficiency in PM processes following this first PM cue fixation. Regarding executive functions, only working memory had a significant effect on children's PM performance. Across both age groups children with better working memory scores needed less time to react to the PM cue. Our data support the notion that children rely on spontaneous processes to notice the PM cue, followed by a resource intensive search for the intended action.

Assessing prospective memory in children using the Memory for Intentions Screening Test for Youth (MISTY)

Objective Prospective memory (PM) is defined as the ability to remember to complete an intention in the future. The first aim of this study was to address the need for clinically useful measures of PM in children, by assessing the psychometric properties of a new measure of PM in children and adolescents, the Memory for Intentions Screening Test for Youth (MISTY). The second aim was to assess the relationship between prospective memory and age, particularly the relationships between age and the impact of different PM task demands. The third aim was to examine children’s performance on different aspects of PM, such as time-based versus event-based cues. Method One-hundred twenty-four children between the ages of 4 and 15 were given the MISTY. Results Analyses revealed good internal consistency among the eight individual MISTY trials and among the six MISTY subscales which included two different cue types (event-based and time-based), two different time delays (2 minutes and 10 minutes), and two different response types (action and verbal). Results also revealed good split-half and inter-rater reliability. Findings highlighted significant correlations between age and the MISTY total score and all subscales, consistent with PM lifespan research. On the MISTY, children overall performed better on event-based cues than on time-based cues, and on shorter time delays than longer ones; there was no effect of response type (i.e. action vs. verbal response). Conclusions The MISTY is a promising instrument with sound psychometric properties that could be useful in both clinical and research settings. Additionally, this study highlights the age-related process of PM development in children.

Event-, Time- and Activity-Based Prospective Memory in Children with ADHD

ABSTRACTWe examined prospective memory (PM) function in children with attention deficit hyperactivity disorder (ADHD). A group of 28 children with ADHD and 28 typically developing children completed event-, time- and activity-based PM tasks and attention tests. ADHD children had impaired attention but intact PM performance. Both groups performed best in activity-based PM tasks, followed by event-based PM tasks, and performed worst in time-based PM tasks. ADHD children had lower ongoing task performance in the event-based PM task. The findings indicate that children with ADHD may have an intact PM, but this may be at the cost of ongoing task performance.

How executive functions are associated with event-based and time-based prospective memory during childhood

A key developmental task of childhood is to gain autonomy and independence from parents and caregivers. Critical to this individualization process is the development of prospective memory (PM), the capacity to remember to carry out future intentions. In recent studies, children's PM performance has been associated with executive functions (EF). A closer inspection of the literature, however, suggests a differential impact of the three EF (updating, inhibition, and shifting) across different PM task types. The current study examined EF and PM capacities of 212 6- to 11-year-old children, examining for the first time both focal and nonfocal event-based PM tasks as well as a time-based PM task in a single sample. Results show that age-differences did not persist above and beyond age differences in children's executive resources. Specifically, updating predicted children's performance on all PM tasks, inhibition predicted performance on both event-based PM tasks, whereas shifting was specifically deployed by the nonfocal event-based task. Supplementary analyses of the time-based PM task illustrate how children monitor the progression of time and how preparatory processes support PM task performance. In sum, the current study presents the first comprehensive look at the specific role of age and three core EF in school-aged children's PM performance.

The Cost of Prospective Memory in Children: The Role of Cue Focality.

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.

Development and reliability of the Prospective Memory Assessment for Children & Youth (PROMACY): A preliminary study in a nonclinical sample

Prospective memory (PM), “remembering to remember,” has been linked to important functional outcomes in adults. Studies of PM in children and adolescents would benefit from the development and validation of developmentally appropriate clinical measures with known psychometric properties. The Prospective Memory Assessment for Children & Youth (PROMACY), a performance-based measure of PM, was developed for the Pediatric HIV/AIDS Cohort Study Adolescent Master Protocol, Memory and Executive Functioning Substudy, and includes Summary, Time-, and Event-based scores derived from eight trials with an ongoing word search task. Fifty-four healthy perinatally HIV-exposed, uninfected children and youth, mean age 13 years, 54% female, 76% Black/non-Hispanic, and 61% impoverished were included in this psychometric analysis. PROMACY Summary Scores demonstrated low, but broadly acceptable internal consistency as measured by Cronbach’s alpha and Spearman-Brown. Better PROMACY performance was associated with older age, but no other demographic factors. Generally medium-sized correlations were observed between the PROMACY Summary Score and standard clinical measures of retrospective memory, working memory, executive functions, and IQ. Findings from this preliminary psychometric study of nonclinical children and youth provide cautious support for the internal consistency and construct validity of PROMACY’s Summary Score that awaits replication and extension in larger samples of healthy children, youth and clinical populations.

Time-based prospective memory in children and adolescents with traumatic brain injury: Impact of working memory demands.

Difficulties with prospective memory are frequently reported following pediatric traumatic brain injury (TBI), but rarely researched. We aimed to (i) investigate time-based prospective memory post-pediatric TBI; (ii) examine whether time-based prospective memory is differentially impacted by the demand placed on working memory; and (iii) explore which components of working memory (viz., central executive, phonological loop, and visuospatial sketchpad) are involved in time-based prospective memory under low and high cognitive load following pediatric TBI. Thirty-nine children and adolescents (20 survivors of moderate-severe TBI and 19 healthy controls) completed (i) a newly developed time-based prospective memory task (TBPMT), embedded in an ongoing lexical-decision task, with two conditions: low and high working memory load; and (ii) tests of working memory components from the Automated Working Memory Assessment. Compared to controls, participants with TBI had significantly lower prospective memory accuracy on the TBPMT across working memory loads (low, high). In contrast, the groups did not differ in time monitoring or accuracy on the ongoing task. In the TBI group, higher scores on tests of the central executive (but not phonological loop or visuospatial sketchpad) were associated with higher prospective memory accuracy and time monitoring (controlling for age). Time-based prospective memory is impaired following moderate-severe pediatric TBI, irrespective of the level of working memory demand. Our findings suggest that children and adolescents with TBI may be at risk of failing to perform future intentions at the right time in daily life, especially for individuals identified as having deficits in central executive functioning. (PsycINFO Database Record

Time-based prospective memory in children and adolescents with 22q11.2 deletion syndrome

Objective: 22q11.2 deletion syndrome, also known as velo-cardio-facial syndrome (VCFS) is a genetic disorder caused by a microdeletion on chromosome 22q11.2 and characterized by marked impairment in visual attention and executive function. The present study examined if this cognitive deficit extends to prospective memory (the type of memory involved in remembering to perform actions in the future). Method: 20 participants with 22q11.2DS aged between 6 and 14 were included in the study as well as 22 typically developing individuals (TDC) aged 6–12. To measure prospective memory, participants were asked to play a driving game (the Dresden Cruiser). This time-based prospective memory task required children to remember to refuel their car when the fuel level was low by pressing a refuel button while driving. Results and discussion: Participants with 22q11.2DS remembered less often to refuel the car. Furthermore, participants with 22q11.2DS checked the fuel gage significantly less often than the controls. Conclusions: Participants with 22q11.2DS therefore demonstrate difficulties completing a time-based prospective memory task. This can be explained by a generally less frequent time checking behavior in comparison to TDC.