Event versus activity-based cues and motivation in school-related prospective memory tasks

Cejudo, Ana B.; McDaniel, Mark A.; Bajo, M. Teresa

doi:10.1371/journal.pone.0215845

Cited by 6 publications

(4 citation statements)

References 21 publications

(50 reference statements)

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“…The results also showed that the third year middle school students outperformed in RM and PM. This result is in accordance with Cejudo et al (2019), who indicated the superiority of a larger group of 10-11 year-olds over a group younger than 6-7 years of age performing PM tasks, and Smith et al (2010), who indicated the superiority of a youth group over two groups of children in performing the PM task. On the other hand, this result differs from Crawford et al (2003), who showed that there was no effect of age on the PRMQ scores.…”

Section: Discussionsupporting

confidence: 89%

“…Khan (2014) found that metamemory affects both PM and RM in children with dyslexia much more than in the control group. Studies have been conducted in typical population (Anwar, 2005;Cejudo et al, 2019;Crawford et al, 2003;Riess et al, 2016;Smith et al, 2010) and their results varied in determining the presence of differences in PM according to age or gender. According to Riess et al (2016) research results, studies dealing with gender differences in PM are various, and these variations result from the diversity of the samples.…”

Section: Introductionmentioning

confidence: 99%

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Prospective memory in students with learning disabilities

Alotaibi¹,

Ali²

2021

Spec eduk i rehabilitacija

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Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Prospective memory in students with learning disabilities

Alotaibi¹,

Ali²

2021

Spec eduk i rehabilitacija

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“…The COGTEL consists of six subtests that cover important domains of cognitive function and could predict academic achievement. For instance, there is evidence supporting the association between academic success and higher development in prospective memory (Cejudo, McDaniel, & Bajo, 2019), working memory (Brown, 2018;Schneider, & Niklas, 2017), verbal fluency (Bigozzi, Tarchi, Vagnoli, Valente, & Pinto, 2017), and inductive reasoning (Bhat, 2016;Gómez-Veiga, Chaves, Duque, & García Madruga, 2018). This reinforces our main hypothesis that a better COGTEL score is associated with an overall better academic achievement.…”

Section: Discussionsupporting

confidence: 69%

Face-to-face Assessment of COGTEL in Adolescents: Test-Retest Reliability and Association with School Grades

Gouveia¹,

Gouveia

Kliegel

et al. 2020

RLP

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The Cognitive Telephone Screening Instrument (COGTEL) has shown to be a brief, reliable, and valid instrument to assess cognitive functioning in adults in face-to-face procedures as well as over the phone. So far, no psychometric evaluation exists on its use in adolescents. The present study set out to evaluate the psychometric properties of the face-to-face application of the COGTEL in adolescents in the school context and to analyse the association with school grades. We assessed cognitive performance using COGTEL in face-to-face assessments of 170 adolescents, with retests after 6 months for test-retest reliability. Predictive validity was assessed using school grades. Test-retest reliability for the COGTEL was good (ICC = .77; p < .001). The partial correlation controlling for age between COGTEL and school grades was medium and positive (r = .40; p < .001). School grades alone explained 42% and 36% of the variance in the COGTEL total score in elementary and secondary students, respectively. The present study suggests that COGTEL is a reliable and valid instrument to assess cognitive functioning in adolescents, with the advantage of feasibility in multiple contexts.

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“…Regarding task difficulty, evidence suggests that activitybased PM tasks are the easiest, followed by event-based PM tasks, and then time-based PM tasks, which are most demanding (Cheie et al, 2021;Yang et al, 2011Yang et al, , 2019 all with children population). Having said that, activity-based PM tasks can at times be more difficult than event-based PM tasks (Brewer et al, 2011;Cejudo et al, 2019;Yang et al, 2013). This intriguing phenomenon may be related to salience and specificity of the activity-based PM cues.…”

Section: Event- Time- and Activity-based Pmmentioning

confidence: 99%

The effect of implementation intentions on event-, time-, and activity-based prospective memory in typically developing children

Yang

Zhang

Wang

et al. 2023

International Journal of Behavioral Development

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Prospective memory (PM) refers to the ability to remember and complete planned tasks in the future, which relies on working memory (WM) for encoding and maintaining the intention. Implementation intention is a useful strategy for improving PM function in adults. Yet the effect of implementation intentions in children, and whether factors such as age, gender, and WM capacity could modulate its effect remains unclear. In this study, we examined the effect of implementation intentions on PM in 154 children at 7–11 years of age. The standard group received standard instructions on PM task, whereas the implementation intention group received additional PM instruction, which comprised the “if . . . then . . .” format and guided visual imagery of the PM scenario. Participants completed the computer-based PM tasks (tapping into focal event-, time-, and activity-based PM) and the WM tests. The results showed that the two groups exhibited similar focal event-, time-, and activity-based PM performance. Although age and gender did not modulate the effect of implementation intentions on PM, WM capacity moderated the implementation intention effect on time-based PM. Specifically, higher WM capacity predicted higher implementation intention benefit. These findings suggest that children with higher WM capacity may have higher chance to benefit from the implementation intention strategy.

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Event versus activity-based cues and motivation in school-related prospective memory tasks

Cited by 6 publications

References 21 publications

Prospective memory in students with learning disabilities

Prospective memory in students with learning disabilities

Face-to-face Assessment of COGTEL in Adolescents: Test-Retest Reliability and Association with School Grades

The effect of implementation intentions on event-, time-, and activity-based prospective memory in typically developing children

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