These pretzels are going to make me thirsty tomorrow: Differential development of hot and cool episodic foresight in early childhood?
KeywordBiological and medical sciences
Episodic future thinking
Fundamental and applied biological sciences. Psychology
Psychology. Psychoanalysis. Psychiatry
MetadataShow full item record
AbstractThe current study examined 3‐ and 7‐year‐olds' performance on two types of episodic foresight tasks: A task that required ‘cool’ reasoning processes about the use of objects in future situations and a task that required ‘hot’ processes to inhibit a salient current physiological state in order to reason accurately about a future state. Results revealed that 7‐year‐olds outperformed 3‐year‐olds on the episodic foresight task that involved cool processes, but did not show age differences in performance on the task that involved hot processes. In fact, both 3‐ and 7‐year‐olds performed equally poorly on the task that required predicting a future physiological state that was in conflict with their current state. Further, performance on the two tasks was unrelated. We discuss the results in terms of differing developmental trajectories for episodic foresight tasks that differentially rely on hot and cool processes and the universal difficulties humans have with predicting later outcomes that conflict with current motivational states.
Showing items related by title, author, creator and subject.
The development of prospective memory in young schoolchildren: The impact of ongoing task absorption, cue salience, and cue centralityKliegel, Matthias; Mahy, Caitlin E.V.; Voigt, Babett; Henry, Julie D.; Rendell, Peter G.; Aberle, Ingo (Elsevier, 2013)•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.
The development of prospective memory in children: An executive frameworkMahy, Caitlin; Moses, Louis; Kliegel, Matthias (Elsevier, 2014)Existing literature on children's prospective memory has been reviewed. An executive framework for studies on prospective memory development has been suggested. This study proposes a developmental model of prospective memory. Prospective memory (PM), the ability to remember to carry out one's intentions in the future, is critical for children's daily functioning and their ability to become independent from caregivers. This review assesses the current state of research on children's prospective memory. Using an executive functioning framework the literature can be organized into studies examining four factors that influence PM. We discuss studies that have manipulated the nature of the intention, the content or length of the retention interval, the nature of the ongoing task, and the nature of the PM cue. Further, we propose a model that attempts to account for the development of PM across childhood based on advances in executive control. Finally, we suggest promising future directions for research.
Reasons for Forgiving: Individual Differences and Emotional OutcomesBelicki, Kathryn; Decourville, Nancy; Kamble, Shanmukh Vasant; Stewart, Tammy; Rubel, Alicia (SAGE Publications, 2020)This research is part of a program to identify common forms of forgiveness and study the outcomes associated with different ways of forgiving. Two samples, one in Canada (N = 274) and one in India (N = 159), completed a third version of the Reasons for Forgiving Questionnaire (R4FQ), several measures of individual differences, as well as measures of affect and mood while imagining their injurer. Nine R4FQ subscales were derived: For the Relationship, To Feel Better, Based on Principle, Because Injurer Reformed, To Demonstrate Moral Superiority, Because Understood Injurer, For God, Because of Social Pressure, and For Pragmatic Reasons. These subscales were differentially related to religiosity, attachment security, trait anger, collectivism, and individualism. Positive emotional outcomes were associated with forgiving for the relationship, based on principle, because injurer reformed, and because understood injurer. In contrast, negative outcomes were associated with forgiving To Demonstrate Moral Superiority, Because of Social Pressure, and For Pragmatic Reasons.