Do Implementation Intentions Improve Children and Adolescents’ Memory for Future Intentions?

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Cognitive Processes

Abstract

Prospective memory (PM), the ability to initiate and execute intended actions after a delay, improves across childhood and adolescence until adulthood. Empirical evidence suggests that this increase in PM performance is driven by the parallel development of executive functions (e.g., inhibition, updating and switching) as well as retrospective memory. PM tasks differ in the extent to which strategic processes (i.e., executive functions) are needed to successfully complete these tasks. Task characteristics and individual difference variables influence executive control demands and the availability of executive control resources, respectively (cf. multiprocess framework). However, there are two gaps in the available literature that we aimed to target with this research program: First, the important transition period from childhood to adolescence has rather been neglected. This is surprising given that executive control functions that are assumed to underlie PM performance have been shown to develop dramatically in this time period. Therefore, while variations of task characteristics may especially influence PM task performance in children, this effect may be smaller in adolescents due to their executive control functions being further developed. Second, most studies focused on characteristics of the PM cue and the ongoing task that may impact performance and neglected the crucial first phase of prospective remembering: intention encoding. Efficient intention encoding has been postulated to reduce the need for executive control processes which might be especially beneficial for children and adolescents whose executive control functions are still developing. Previous evidence on older adults indicates beneficial effects of implementation intentions (an encoding strategy) on individuals’ PM performance; especially when executive control demands were high and availability of cognitive resources low. This research program investigated the impact of implementation intentions on children’s and adolescents’ PM while simultaneously varying executive control demands of the PM paradigm. Across two studies, implementation intention encoding was contrasted with standard encoding. In addition, Study 1 manipulated task importance (i.e., the strategic allocation of cognitive resources) and Study 2 switching demands of the ongoing task (i.e., the availability of cognitive resources). Overall 306 9-, 12- and 15-year-olds took part in the two studies. Both studies indicated significant PM improvements from childhood to adolescence. Effects of task importance were reflected in PM reaction times but not in PM accuracy (Study 1). Participants showed longer reaction times when PM task importance was emphasized. Implementation intentions did not influence PM performance. Manipulations of switching demands of the ongoing task (Study 2) resulted in significantly increased PM accuracy and faster response times in the low- compared to the high-switching load task condition. However, also Study 2 did not find any beneficial effects of implementation intentions on PM performance. Encoding condition did not interact with executive control demands. Thus, findings of PM improvements following implementation intention encoding in older adults do not seem to extend to children and adolescents. Results will be discussed in the light of current PM models.

Authors

• Mareike Altgassen, Johannes Gutenberg University Mainz
  Presenting Author

• Anett Kretschmer-Trendowicz, Technische Universität Dresden
  Non-Presenting Author

• Matthias Kliegel, University of Geneva
  Non-Presenting Author

• Thomas Goschke, Technische Universität Dresden
  Non-Presenting Author