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Training and transfer effects of prospective memory training in 13- to 15-year-old children.

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Title: Training and transfer effects of prospective memory training in 13- to 15-year-old children.
Authors: Zhao, Xin1, Fu, Junjun1, Maes, Joseph H.R.1 r.maes@donders.ru.nl
Source: Journal of Experimental Child Psychology. Mar2019, Vol. 179, p227-247. 21p.
Abstract: Highlights • Studies on effects of prospective memory (PM) training in adolescents are lacking. • Young adolescents received either computerized PM training or control treatment. • Trained adolescents showed maintained improvement on the trained PM task. • Trained adolescents showed improvement on non-trained PM and working memory tasks. • The improvement on the non-trained working memory and PM tasks was short-lived. Abstract Prospective memory (PM) plays a crucial role in children's academic achievement and interpersonal relationships. However, there is a lack of studies exploring training and transfer effects of process-based PM training in healthy young adolescents. In the current study, 13- to 15-year-old children participated in an 8-day PM training program using the Virtual Week computer game. Transfer of training benefits was measured using other PM tasks (near transfer) and tasks measuring various aspects of executive function (EF) and general intelligence (far transfer). An active control group was used as comparison to assess transfer effects immediately after training and 3 and/or 6 months after training. After training, the trained children performed better on the trained PM task than the control children, and this benefit was still present after 6 months. Significant training-induced positive transfer was observed in tasks measuring time-based PM and working memory updating, although the benefits were rather short-lived. No differential, training-induced benefits were found for any of the other transfer tasks. These results suggest some limited potential of PM training to enhance some aspects of PM memory and EF in young adolescents. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Child Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Training and transfer effects of prospective memory training in 13- to 15-year-old children.
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  Data: <searchLink fieldCode="AR" term="%22Zhao%2C+Xin%22">Zhao, Xin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fu%2C+Junjun%22">Fu, Junjun</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Maes%2C+Joseph+H%2ER%2E%22">Maes, Joseph H.R.</searchLink><relatesTo>1</relatesTo><i> r.maes@donders.ru.nl</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Child+Psychology%22">Journal of Experimental Child Psychology</searchLink>. Mar2019, Vol. 179, p227-247. 21p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Highlights • Studies on effects of prospective memory (PM) training in adolescents are lacking. • Young adolescents received either computerized PM training or control treatment. • Trained adolescents showed maintained improvement on the trained PM task. • Trained adolescents showed improvement on non-trained PM and working memory tasks. • The improvement on the non-trained working memory and PM tasks was short-lived. Abstract Prospective memory (PM) plays a crucial role in children's academic achievement and interpersonal relationships. However, there is a lack of studies exploring training and transfer effects of process-based PM training in healthy young adolescents. In the current study, 13- to 15-year-old children participated in an 8-day PM training program using the Virtual Week computer game. Transfer of training benefits was measured using other PM tasks (near transfer) and tasks measuring various aspects of executive function (EF) and general intelligence (far transfer). An active control group was used as comparison to assess transfer effects immediately after training and 3 and/or 6 months after training. After training, the trained children performed better on the trained PM task than the control children, and this benefit was still present after 6 months. Significant training-induced positive transfer was observed in tasks measuring time-based PM and working memory updating, although the benefits were rather short-lived. No differential, training-induced benefits were found for any of the other transfer tasks. These results suggest some limited potential of PM training to enhance some aspects of PM memory and EF in young adolescents. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Experimental Child Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2019
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