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Related Experiment Video

Updated: Jun 3, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

The development of prospective memory in typically developing children.

Tian-xiao Yang¹, Raymond C K Chan, David Shum

¹Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.

Neuropsychology

|March 30, 2011

Summary

This summary is machine-generated.

Prospective memory (PM) in children improves with age, with activity-based tasks being easier than event-based, and time-based tasks being the most challenging. Contextual cues are vital for prospective remembering in school-age children.

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A Real-world What-Where-When Memory Test

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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A Real-world What-Where-When Memory Test

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Published on: May 16, 2017

Area of Science:

Developmental Psychology
Cognitive Neuroscience
Educational Psychology

Background:

Prospective memory (PM) is crucial for daily functioning, involving remembering to perform actions in the future.
Understanding the developmental trajectory of PM in school-age children is essential for identifying potential learning and behavioral challenges.
Previous research has explored various aspects of PM, but specific developmental patterns across different PM types in children require further elucidation.

Purpose of the Study:

To investigate the developmental patterns of time-based, activity-based, and event-based prospective memory (PM) in typically developing school-age children.
To examine the relationship between PM performance and retrospective memory (RM) within specifically designed tasks.
To explore the influence of age, IQ, working memory, and inhibition on PM performance.

Main Methods:

Employed two specifically designed PM tasks (Fishing Game & Happy Week) to assess time-based, activity-based, and event-based PM and RM.
Recruited 120 typically developing children aged 7 to 12 years (equal gender distribution across age bands).
Administered tests of working memory, inhibition, and IQ alongside the PM tasks.

Main Results:

Significant age-related improvements in PM accuracy were observed between ages 7-8 and 10-11 years.
PM performance was poorest for time-based tasks, better for event-based tasks, and best for activity-based tasks.
While PM errors decreased with age, RM errors showed an inverted-U pattern, suggesting qualitative and quantitative developmental differences. IQ, working memory, and inhibition correlated with PM after controlling for age.

Conclusions:

Contextual cues, particularly activities and events, significantly support prospective remembering in children.
The study provides a comprehensive overview of PM development in school-age children.
Findings have practical implications for educators and parents in supporting children's prospective memory skills.