幼儿前瞻记忆成功与失败的家长报告日记研究

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Caitlin E. V. Mahy, Ege Kamber, Maria C. Conversano, Ulrich Mueller, Sascha Zuber
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引用次数: 0

摘要

虽然实验室研究已经探讨了儿童前瞻记忆(PM)的发展及其影响因素,但对儿童前瞻记忆的表现及其在日常生活中的发展知之甚少。目前的研究使用在线父母日记报告的方法来检查美国2至6岁儿童的PM成功和失败。在最初的阶段,206名家长完成了一系列关于孩子记忆和认知的问卷调查。在接下来的四天里,父母报告了PM成功和失败的实例,并回答了关于许多任务因素的问题(任务动机,对父母和孩子的重要性,谁分配了PM任务,任务的典型性,以及父母的帮助)。我们发现:(1)父母报告的孩子在2岁时就在日常生活中获得了PM成功,并且报告的PM成功和失败的数量没有年龄差异;(2)父母报告的PM成功多于失败;(3)几个因素影响儿童在日常PM任务中成功的可能性,包括儿童动机和任务对父母的重要性,而任务典型性和父母协助与PM失败有关。最后,我们探讨了项目管理成功和失败的领域,以及父母提供的帮助类型。这些结果与过去在实验室和自然环境中儿童PM的发现有关。家长日记报告方法是一种可行和有效的替代自然实验室任务,以检查幼儿的PM在日常生活中。scevm希望感谢加拿大自然科学与工程研究委员会的发现基金和安大略省研究、创新和科学部的早期安大略省研究人员奖的支持。SZ承认瑞士国家科学基金会(SNSF)的资助;授权号:P400PS_199283)。披露声明作者未报告潜在的利益冲突。补充材料本文的补充数据可在线访问https://doi.org/10.1080/15248372.2023.2277930Data可用性声明支持本研究结果的数据可在开放科学框架:https://osf.io/p96w5/?view_only=9d0356b5f7ab4c45bdee7e8608e30132.Additional信息资助本工作得到加拿大自然科学与工程研究委员会[RGPIN-2015-03774]的支持;安大略省研究、创新和科学部[ERA-17-13-118];Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung [P400PS_199283]。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Parent-Report Diary Study of Young Children’s Prospective Memory Successes and Failures
ABSTRACTAlthough laboratory studies have examined the development of children’s prospective memory (PM) and the factors that influence its performance, much less is known about children’s PM performance and development in their everyday life. The current study used an online parent diary report approach to examine American 2- to 6-year-olds’ PM successes and failures. In an initial session, 206 parents completed a series of questionnaires on their child’s memory and cognition. For the next four days, parents reported instances of PM successes and failures and answered questions about a number of task factors (task motivation, importance to the parent and child, who assigned the PM task, task typicality, and parental assistance). We found that: (1) parents reported children as young as 2 years old had PM successes in daily life and there were no age differences in the number of reported PM successes and failures, (2) parents reported more PM successes than failures, and (3) several factors influenced the likelihood of children’s success in everyday PM tasks, including child motivation and task importance to parents, whereas task typicality and parental assistance were related to PM failure. Finally, we explored the domains of PM successes and failures as well as the type of assistance that parents provided. These results are discussed in relation to past findings of children’s PM in laboratory and naturalistic settings. Parent diary-report methodology is a feasible and efficient alternative to naturalistic laboratory tasks to examine young children’s PM in everyday life. AcknowledgmentsCEVM wishes to acknowledge support from a Natural Sciences and Engineering Research Council of Canada Discovery Grant and from an Early Ontario Researcher Award from the Ontario Ministry of Research, Innovation, and Science. SZ acknowledges funding from the Swiss National Science Foundation (SNSF; grant number: P400PS_199283).Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/15248372.2023.2277930Data availability statementThe data that support the findings of this study are available on the Open Science Framework: https://osf.io/p96w5/?view_only=9d0356b5f7ab4c45bdee7e8608e30132.Additional informationFundingThis work was supported by the Natural Sciences and Engineering Research Council of Canada [RGPIN-2015-03774]; Ontario Ministry of Research, Innovation and Science [ERA-17-13-118]; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung [P400PS_199283].
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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