The impact of age, ongoing task difficulty, and cue salience on preschoolers' prospective memory performance: The role of executive function
Mahy, C., Moses, L. & Kliegel, M. (2014). The impact of age, ongoing task difficulty, and cue salience on preschoolers' prospective memory performance: The role of executive function. Journal of Experimental Child Psychology,127 52-64. United States of America: Academic Press. Retrieved from https://doi.org/10.1016/j.jecp.2014.01.006
The current study examined the impact of age, ongoing task (OT) difficulty, and cue salience on 4- and 5-year-old children’s prospective memory (PM) and also explored the relation between individual differences in executive function (working memory, inhibition, and shifting) and PM. OT difficulty and cue salience are predicted to affect the detection of PM cues based on the multiprocess framework, yet neither has been thoroughly investigated in young children. OT difficulty was manipulated by requiring children to sort cards according to the size of pictured items (easy) or by opposite size (difficult), and cue salience was manipulated by placing a red border around half of the target cues (salient) and no border around the other cues (non-salient). The 5-year-olds outperformed the 4-year-olds on the PM task, and salient PM cues resulted in better PM cues compared with non-salient cues. There was no main effect of OT difficulty, and the interaction between cue salience and OT difficulty was not significant. However, a planned comparison revealed that the combination of non-salient cues and a difficult OT resulted in significantly worse PM performance than that in all of the other conditions. Inhibition accounted for significant variance in PM performance for non-salient cues and for marginally significant variance for salient cues. Furthermore, individual differences in inhibition fully mediated the effect of age on PM performance. Results are discussed in the context of the multiprocess framework and with reference to preschoolers’ difficulty with the executive demands of dividing attention between the OT and PM task.
School of Psychology