Time’s up! When children’s metamemory
knowledge and strategic time monitoring predict
prospective memory performance
Marie Geurten 1,2, Caroline Lejeune 1,3 , Charline Leriche, & Thierry Meulemans 1,3
1 Department of Psychology: Cognition and Behavior, University of Liege, Belgium; 2 Fund of Scientific Research FNRS 3 Psychological
and Speech therapy consultation center (CPLU)
INTRODUCTION
This study examined timebased prospective memory
(PM) in children and explored
the possible involvement of
metamemory knowledge and
executive functions in the use
of an appropriate time
monitoring strategy depending
on the ongoing task’s difficulty.
RESULTS
ANOVA – Group Effect
7,0
6,0
5,0
4,0
PM
3,0
Expert
2,0
Non-Expert
1,0
0,0
METHOD
PARTICIPANTS
72 Belgian French-speaking
children (36 females) from 3
age-groups (4, 6, and 8)
Groups
Mediation Analysis – Expert Groups
Time monitoring
PROCEDURE
PM Paradigm : procedural and
time-based memory task
[a] = .22; p = .01
[b] = -1.95; p = .005
[c] = -1.41; p < .001
Metamemory
[c’] = -1.19; p < .001
PM
DISCUSSION
The positive effect of implementing
strategies during a PM task can be predicted
by both children’s knowledge of memory
functioning and their EF. The predominance
of one of these variables over the other
depends on the cognitive resources that
must be allocated to the ongoing activity.
Contact : Marie Geurten / University of Liege – Neuropsychology Unit – Email: [email protected]

here - LEM

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