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dc.contributor.authorKliegel, Matthias
dc.contributor.authorMahy, Caitlin E.V.
dc.contributor.authorVoigt, Babett
dc.contributor.authorHenry, Julie D.
dc.contributor.authorRendell, Peter G.
dc.contributor.authorAberle, Ingo
dc.date.accessioned2021-10-29T15:20:46Z
dc.date.available2021-10-29T15:20:46Z
dc.date.issued2013
dc.identifier.citationJournal of experimental child psychology, 2013-12, Vol.116 (4), p.792-810en_US
dc.identifier.issn0022-0965
dc.identifier.issn1096-0457
dc.identifier.urihttp://hdl.handle.net/10464/15299
dc.description.abstract•9- and 10-year-olds outperformed 6- to 7-year-olds in event-based prospective memory. •Varying cue centrality, age effects only emerged with cues outside the center of attention. •Findings suggest developing executive control as cognitive mechanism. •Alternative conceptual explications are deeper encoding or changes in meta-memory. This study presents evidence that 9- and 10-year-old children outperform 6- and 7-year-old children on a measure of event-based prospective memory and that retrieval-based factors systematically influence performance and age differences. All experiments revealed significant age effects in prospective memory even after controlling for ongoing task performance. In addition, the provision of a less absorbing ongoing task (Experiment 1), higher cue salience (Experiment 2), and cues appearing in the center of attention (Experiment 3) were each associated with better performance. Of particular developmental importance was an age by cue centrality (in or outside of the center of attention) interaction that emerged in Experiment 3. Thus, age effects were restricted to prospective memory cues appearing outside of the center of attention, suggesting that the development of prospective memory across early school years may be modulated by whether a cue requires overt monitoring beyond the immediate attentional context. Because whether a cue is in or outside of the center of attention might determine the amount of executive control needed in a prospective memory task, findings suggest that developing executive control resources may drive prospective memory development across primary school age.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.subjectAge factorsen_US
dc.subjectAttentionen_US
dc.subjectBiological and medical sciencesen_US
dc.subjectChilden_US
dc.subjectChild developmenten_US
dc.subjectChild psychologyen_US
dc.subjectCognition & reasoningen_US
dc.subjectCue centralityen_US
dc.subjectCue salienceen_US
dc.subjectCuesen_US
dc.subjectDevelopmenten_US
dc.subjectDevelopmental psychologyen_US
dc.subjectElementary school studentsen_US
dc.subjectExecutive functionen_US
dc.subjectFemaleen_US
dc.subjectFundamental and applied biological sciences. Psychologyen_US
dc.subjectHumansen_US
dc.subjectMaleen_US
dc.subjectMemoryen_US
dc.subjectMemory, episodicen_US
dc.subjectMental recallen_US
dc.subjectOngoing tasken_US
dc.subjectProspective memoryen_US
dc.subjectPsychology. psychoanalysis. psychiatryen_US
dc.subjectPsychology. Pyschophysiologyen_US
dc.subjectRecallen_US
dc.subjectSchool childrenen_US
dc.subjectTask performance and analysisen_US
dc.titleThe development of prospective memory in young schoolchildren: The impact of ongoing task absorption, cue salience, and cue centralityen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.jecp.2013.07.012
refterms.dateFOA2021-10-29T15:20:47Z


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