What Supports the Development of Children's Prospective Memory? Examining the Relation between Children's Prospective Memory, Memory Strategy Use, and Parent Scaffolding

Autor/inn/en	Mazachowsky, Tessa R.; Hamilton, Colin; Mahy, Caitlin E. V.
Titel	What Supports the Development of Children's Prospective Memory? Examining the Relation between Children's Prospective Memory, Memory Strategy Use, and Parent Scaffolding
Quelle	In: Journal of Cognition and Development, 22 (2021) 5, S.721-743 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazachowsky, Tessa R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1939352
Schlagwörter	Memory; Parent Child Relationship; Cognitive Ability; Social Environment; Child Development; Cognitive Development; Parent Attitudes; Questionnaires; Preschool Children; Reliability; Age Differences; Scaffolding (Teaching Technique); Verbal Communication; Cues; Attribution Theory; Foreign Countries; Measures (Individuals); Task Analysis; Correlation; Learning Strategies; United Kingdom + Suchen Sie Ihr Suchwort? Gedächtnis; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Denkfähigkeit; Soziales Umfeld; Kindesentwicklung; Kognitive Entwicklung; Elternverhalten; Fragebogen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reliabilität; Age; Difference; Age difference; Altersunterschied; Stichwort; Ausland; Messdaten; Aufgabenanalyse; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Großbritannien
Abstract	Remembering to carry out intended actions in the future, known as prospective memory (PM), is an important cognitive ability. In daily life, individuals remember to perform future tasks that might rely on effortful processes (monitoring) but also habitual tasks that might rely on more automatic processes. The development of PM across childhood in laboratory contexts is well understood, but little is known about the social context in which children develop their PM skills in everyday life. In the current study, three hundred and one parents reported on their 3- to 11-year-old child's PM, child's strategy use, and on their own scaffolding of their child's PM using the Children's Everyday Memory Questionnaire (CEMQ; adapted from the Prospective Memory Questionnaire). Preliminary analyses showed that the PM items on the CEMQ were reliable and composed of two components (a PM and a PM strategy use subscale). Our results showed that children's PM and use of memory strategies, as reported by their parents, increased with age. Further, more frequent parent scaffolding was related to better PM in children. These relations were also explored separately for older and younger children. Notably, parents of younger, 3- to 6-year-olds reported scaffolding them more frequently with age, while parents of older, 7- to 11-year-olds reported scaffolding them less frequently with age. Open-ended responses revealed that parents used verbal reminders and children used external aids most frequently. Overall, parent scaffolding appears to impact children's PM, but future research is needed to identify the causal direction of these relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01