Related Experiment Video
Updated: May 7, 2026
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
34.3K
Time-based prospective memory in young children-Exploring executive functions as a developmental mechanism
Anett Kretschmer1, Babett Voigt, Sylva Friedrich
1a Department of Psychology , Technische Universität Dresden , Dresden , Germany.
Summary
Working memory is key for developing time-based prospective memory (PM) in children transitioning to school. This study shows working memory, not inhibitory control, significantly impacts PM growth during this crucial developmental period.
Area of Science:
- Cognitive psychology
- Developmental psychology
- Neuroscience
Background:
- Prospective memory (PM) is crucial for daily functioning, involving remembering to perform intended actions.
- Time-based PM, remembering to act at a specific time, undergoes significant development during early childhood.
- Executive functions, including working memory and inhibitory control, are vital for cognitive development and may influence PM skills.
Purpose of the Study:
- To investigate the developmental trajectory of time-based prospective memory (PM) from preschool to early school age.
- To examine the mediating roles of executive functions (working memory, inhibitory control) and time monitoring in the development of time-based PM.
- To identify key cognitive predictors of time-based PM growth during the transition to school.
Main Methods:
- A computer-based driving game was used to assess time-based PM in preschool and primary school children.
- Participants completed an ongoing task (driving) and a PM task (refueling based on a hidden timer).
- Mediation models were applied to analyze the influence of working memory, inhibitory control, and time monitoring on PM performance.
Main Results:
- A significant developmental increase in time-based PM performance was observed between preschool and primary school children.
- Working memory was identified as a significant predictor influencing the development of time-based PM.
- Inhibitory control alone did not significantly mediate the relationship between age and time-based PM.
Conclusions:
- Working memory plays a critical role in the developmental enhancement of time-based prospective memory during the preschool to school-age transition.
- The findings highlight working memory as a primary cognitive driver for improving time-based PM skills in early childhood.
- Further research may explore the interplay of other executive functions and cognitive strategies in time-based PM development.
More Related Videos
09:01A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
Published on: May 7, 2014
9.5K
09:05Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
Published on: June 12, 2017
31.1K
Related Concept Videos
01:30Information Processing Approach
891
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
891
01:24Working Memory
1.3K
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
1.3K
01:24Revisionist Views of Adolescent and Adult Cognition
470
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
470
01:14Piaget's Stage 1 of Cognitive Development
2.7K
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Exploration...
2.7K
01:25Piaget's Theory of Cognitive Development from Childhood into Adulthood
3.8K
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
Schemata: Building Blocks of Knowledge
3.8K
01:14Piaget's Stage 2 of Cognitive Development
1.4K
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
1.4K