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dc.contributor.authorMoeller, Samantha
dc.date.accessioned2021-08-19T14:27:24Z
dc.date.available2021-08-19T14:27:24Z
dc.identifier.urihttp://hdl.handle.net/10464/15133
dc.description.abstractProspective memory (PM) tasks have been described as social in nature because carrying out one’s intentions often has an impact on others. Despite the claim that PM errors (compared to retrospective memory [RM] errors) are perceived as character flaws, little empirical work has tested this assertion. In particular, no study has examined how adults perceive children’s PM errors. Thus, the aim of the current studies was to examine adults’ perceptions of children’s forgetfulness depending on child age (4 vs. 10-year-olds), domain of the memory error (academic vs. social), and memory type (PM vs. RM). In Study 1, adult participants rated children’s PM errors on seven traits. Findings showed that social errors were rated more negatively than academic errors, and age and domain interacted such that 10-year-olds were rated more negatively than 4-year-olds for making social errors but not academic errors. Study 2 examined the impact of child age, domain, and memory type on perceptions of forgetful children to specifically test differences between PM and RM errors. Results showed a larger difference between ratings of 10-year-olds for their academic and social memory errors compared to 4-year-olds, but only for RM errors.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectprospective memoryen_US
dc.subjectperceptions of forgetfulnessen_US
dc.subjectchildrenen_US
dc.subjectacademicen_US
dc.subjectsocialen_US
dc.titleAdults' perceptions of forgetful children: The impact of child age, domain, and memory typeen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Psychologyen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Psychologyen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
refterms.dateFOA2021-08-19T14:27:24Z


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