[en] Objective: This study examines the effect of metamemory knowledge, strategic time monitoring, and ongoing task difficulty on children’s prospective memory (PM).
Method: Children (aged of 4, 6, and 9) were given a task inspired by the mirror training paradigm while they performed a time-based memory task. Half of the participants (expert group) were trained to the ongoing activity before the PM test.
Results: PM was shown to be predicted by strategic time monitoring. Influence of metamemory knowledge on children’s strategic time monitoring was demonstrated in the expert group. Non-experts’ strategic time monitoring was shown to be predicted only by their ongoing task performance.
Conclusion: The implication of metacognitive processes in PM is discussed in the context of the multiprocess framework.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Lejeune, Caroline ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Leriche, Charline; Université de Liège - ULiège
Meulemans, Thierry ; Université de Liège - ULiège > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Language :
English
Title :
When children’s metamemory knowledge and strategic time monitoring predict prospective memory performance
Publication date :
2014
Event name :
Developmental and Social Sections Annual Conference 2014
Event date :
du 3 au 5 septembre 2014
Audience :
International
Funders :
F.R.S.-FNRS - Fonds de la Recherche Scientifique [BE]
