Disentangling the effect of event-based cues on children's time-based prospective memory performance.
Previous time-based prospective memory research, both with children and with other groups, has measured the ability to perform an action with the arrival of a time-dependent yet still event-based cue (e.g., the occurrence of a specific clock pattern) while also engaged in an ongoing activity. Here we introduce a novel means of operationalizing time-based prospective memory and assess children's growing capacities when the availability of an event-based cue is varied. Preschoolers aged 3, 4, and 5years (N=72) were required to ring a bell when a familiar 1-min sand timer had completed a cycle under four conditions. In a 2×2 within-participants design, the timer was either visible or hidden and was either presented in the context of a single task or embedded within a dual picture-naming task. Children were more likely to ring the bell before 2min had elapsed in the visible-timer and single-task conditions, with performance improving with age across all conditions. These results suggest a divergence in the development of time-based prospective memory in the presence versus absence of event-based cues, and they also suggest that performance on typical time-based tasks may be partly driven by event-based prospective memory.
School of Psychology, University of Queensland, St. Lucia, Queensland 4072, Australia. Electronic address: j.redshaw@uq.edu.au.
Jonathan
J
Redshaw
School of Psychology, University of Queensland, St. Lucia, Queensland 4072, Australia.
Julie D
JD
Henry
School of Psychology, University of Queensland, St. Lucia, Queensland 4072, Australia.
Thomas
T
Suddendorf
D000375:Aging / Q000523:psychology; D002675:Child, Preschool; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D061212:Memory, Episodic; D013997:Time Factors
Developmental psychology; Episodic foresight; Executive function; Prospection; Prospective memory; Time monitoring