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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...
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Related Experiment Video

Updated: Jan 16, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Recent Reminders with Word-Image Information Can Improve Children's Prospective Memory Performance.

Yan Yang1, Yunfei Guo2, Mingyuan Wang2

  • 1School of Art, Southeast University, Nanjing 211189, China.

Behavioral Sciences (Basel, Switzerland)
|September 27, 2025
PubMed
Summary

Recent reminders significantly improve children's prospective memory and ongoing task performance, regardless of attention load. This finding highlights the effectiveness of timely cues for developing memory skills in children.

Keywords:
attention loadchildrencue monitoringprospective memoryreminder

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children's prospective memory, crucial for daily tasks, is still developing.
  • External aids like reminders can support and enhance prospective memory functions.
  • Understanding optimal reminder timing is key to supporting children's memory development.

Purpose of the Study:

  • To investigate the impact of reminder timing (recent vs. distant) on children's prospective memory.
  • To examine how attention load influences the effectiveness of different reminder strategies.
  • To determine if reminder effectiveness is moderated by attentional demands in children.

Main Methods:

  • A between-subjects design with 170 primary school students (ages 7-12).
  • Three reminder conditions: recent, distant, and control.
  • Two attention load conditions: low and high, implemented using E-prime 2.0 software.

Main Results:

  • Recent reminders significantly improved prospective memory accuracy compared to distant or no reminders.
  • Ongoing task performance was also higher under the recent reminder condition.
  • Reminder effectiveness was consistent across both low and high attention load conditions.

Conclusions:

  • Recent reminders are highly effective in boosting children's prospective memory performance.
  • This benefit is achieved without increasing attentional expenditure.
  • The positive effect of recent reminders on prospective memory is independent of attention load.