When children’s metamemory knowledge and strategic time monitoring predict prospective memory performance

(1)

This study examined time-based prospective memory (PM) in children and explored the possible involvement of metamemory knowledge and executive functions in the use of an appropriate time monitoring strategy depending on the ongoing task’s difficulty.

Time’s up! When children’s metamemory

knowledge and strategic time monitoring predict

prospective memory performance

Marie Geurten1,2_{, Caroline Lejeune}1,3 _{, Charline Leriche, & Thierry Meulemans}1,3

1_{Department of Psychology: Cognition and Behavior, University of Liege, Belgium;}2_{Fund of Scientific Research FNRS}3 _{Psychological}

and Speech therapy consultation center (CPLU)

INTRODUCTION

PARTICIPANTS

72 Belgian French-speaking children (36 females) from 3 age-groups (4, 6, and 8)

PROCEDURE

PM Paradigm : procedural and time-based memory task

METHOD

ANOVA – Group Effect

Mediation Analysis – Expert Groups

RESULTS

The positive effect of implementing

strategies during a PM task can be predicted by both children’s knowledge of memory functioning and their EF. The predominance of one of these variables over the other depends on the cognitive resources that must be allocated to the ongoing activity.

DISCUSSION

Contact : Marie Geurten / University of Liege – Neuropsychology Unit – Email: mgeurten@ulg.ac.be

Metamemory PM Time monitoring [a] = .22; p = .01 [b] = -1.95; p = .005 [c] = -1.41; p < .001 [c’] = -1.19; p < .001 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 PM Groups Expert Non-Expert