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AutorenWang, Lijuan; Altgassen, Mareike; Liu, Wei; Xiong, Weirui; Akgun, Canan; Kliegel, Matthias
TitelProspective Memory across Adolescence: The Effects of Age and Cue Focality
QuelleIn: Developmental Psychology, 47 (2011) 1, S.226-232 (7 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0012-1649
DOI10.1037/a0021306
SchlagwörterCues; Young Adults; Adolescents; Age Differences; Short Term Memory; Memorization; Role; Task Analysis; Asians; Foreign Countries; China
AbstractThe present study examined the role of controlled attention in age differences in event-based prospective memory performance across adolescence. The researchers tested whether presenting the prospective memory cue in or out of focal awareness of the ongoing task (resulting in low versus high demands for controlled attention, respectively) might affect age-related prospective memory performance. In total, 119 Chinese participants ages 13 to 20 took part in this study (60 adolescents: age M = 13.26 years, SD = 0.50; 23 boys; 59 young adults: age M = 19.70 years, SD = 0.87; 19 men). Findings demonstrated a significant interaction, F(1, 114) = 6.41, p less than 0.05. No effect of age on prospective memory performance was revealed when a focal cue was used (F less than 1), whereas there was a reliable age effect between adolescents and young adults when nonfocal prospective memory cues were presented, F(1, 59) = 16.13, p less than 0.01. This pattern of results suggests that the interplay of both available resources of controlled attention and working memory, along with specific task demands, may contribute to possible age differences in prospective memory performance across adolescence. Results are discussed in the context of the multiprocess theory of prospective memory. (Contains 1 table and 1 figure.) (As Provided).
AnmerkungenAmerican Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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