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Development of Children's Use of External Reminders for Hard-to-Remember Intentions

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Title: Development of Children's Use of External Reminders for Hard-to-Remember Intentions
Language: English
Authors: Redshaw, Jonathan, Vandersee, Johanna, Bulley, Adam, Gilbert, Sam J.
Source: Child Development. Nov-Dec 2018 89(6):2099-2108.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 10
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: Cues, Memory, Intention, Prompting, Children, Early Adolescents, Metacognition, Age Differences, Prediction
DOI: 10.1111/cdev.13040
ISSN: 0009-3920
Abstract: This study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1196175
Database: ERIC
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IllustrationInfo
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  Data: Development of Children's Use of External Reminders for Hard-to-Remember Intentions
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Redshaw%2C+Jonathan%22">Redshaw, Jonathan</searchLink><br /><searchLink fieldCode="AR" term="%22Vandersee%2C+Johanna%22">Vandersee, Johanna</searchLink><br /><searchLink fieldCode="AR" term="%22Bulley%2C+Adam%22">Bulley, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Gilbert%2C+Sam+J%2E%22">Gilbert, Sam J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Development%22"><i>Child Development</i></searchLink>. Nov-Dec 2018 89(6):2099-2108.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: Y
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  Data: 10
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink>
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  Data: 10.1111/cdev.13040
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  Label: Abstract
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  Data: This study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.
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  Data: As Provided
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  Data: 2018
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  Label: Accession Number
  Group: ID
  Data: EJ1196175
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      – SubjectFull: Prediction
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      – TitleFull: Development of Children's Use of External Reminders for Hard-to-Remember Intentions
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