The Development of Prospective Memory and Self-Regulation
How do children remember to carry out their future intentions such as bringing an item to show-and-tell or putting a bicycle helmet on before taking a bike ride? This ability to remember to perform activities in the future is called prospective memory and is a critical skill for children to develop in order to function independently and successfully in their daily lives.
Our lab is interested in how prospective memory develops across early childhood, what factors affect its development, and the mechanisms responsible for age-related improvements and declines across development. A main question that drives our current research program is why do children forget to carry out future intentions? Are these prospective memory failures due to failures in retrospective memory (struggling with remembering what they have to do) or executive functioning (struggling to detect and carry out the intention at the appropriate time)? Dr. Mahy recently wrote an article in The Conversation about preschooler's forgetfulness that features some of our lab's recent research.
Recent published work examined the impact of different types of verbal reminders on 4- to 6-year-old children's prospective memory performance (Mahy, Mazachowsky, & Pagobo, 2018, Cognitive Development). Certain types of reminders (reminders about intentions versus reminders to pay attention) had a different impact on children's prospective memory depending on their age and children with better self-regulation benefited more from reminders to pay attention.
An infographic based on recent research in our lab on children's prospective memory created by Lydia Lavis.
Current research is examining:
(1) why 3- and 4-year-olds often forget to carry out their future intentions (Mahy, Mazachowsky, & Lavis, in progress)
(2) the relation between metacognitive monitoring and prospective memory in preschoolers (Lavis & Mahy, in progress)
(3) the relation among prospective memory, episodic (retrospective) memory, false memory, and working memory during the early preschool years (Moeller & Mahy, in progress)
(1) why 3- and 4-year-olds often forget to carry out their future intentions (Mahy, Mazachowsky, & Lavis, in progress)
(2) the relation between metacognitive monitoring and prospective memory in preschoolers (Lavis & Mahy, in progress)
(3) the relation among prospective memory, episodic (retrospective) memory, false memory, and working memory during the early preschool years (Moeller & Mahy, in progress)
Relevant Publications
Zuber, S., Mahy, C. E. V., & Kliegel, M. (2019). How executive functions are associated with event-based and time-based prospective memory during childhood. Cognitive Development, 50, 66-79. [PDF]
Mahy, C. E. V., Mazachowsky, T. R., & Pagobo, J. R. (2018). Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences. Cognitive Development, 47, 158-167. [PDF]
Mahy, C. E. V., Mohun, H., Müller, U., & Moses, L. J. (2016). The role of subvocal rehearsal in preschool children’s prospective memory. Cognitive Development, 39, 189-196. doi: 10.1016/j.cogdev.2016.07.001 [PDF]
Mahy, C. E. V., & Munakata, Y. (2015). Transitions in executive function: Insights from developmental parallels between prospective memory and cognitive flexibility. Child Development Perspectives, 9, 128-132. doi: 10.1111/cdep.12121 [PDF]
Mahy, C. E. V., Voigt, B., Ballhausen, N., Schnitzspahn, K., Ellis, J., & Kliegel, M. (2015). The impact of cognitive control on children’s goal monitoring in a time-based prospective memory task. Child Neuropsychology, 21, 823-839.
doi: 10.1080/09297049.2014.967202 [PDF]
Mahy, C. E. V., & Moses, L. J. (2015). The effect of retention interval task difficulty on children’s prospective memory: Testing the intention monitoring hypothesis. Journal of Cognition and Development, 16, 742-758. doi: 10.1080/15248372.2014.930742 [PDF]
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The development of prospective memory in children: An executive framework. Developmental Review, 34, 305-326. doi: 10.1016/j.dr.2014.08.001 [PDF]
Voigt, B., Mahy, C. E. V., Ellis, J., Schnitzspahn, K., Altgassen, M., & Kliegel, M. (2014). The development of time-based prospective memory in childhood: The role of working memory updating. Developmental Psychology, 50, 2393-2404.
doi: 10.1037/a0037491 [PDF]
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The impact of age, ongoing task difficulty, and cue salience on preschoolers’ prospective memory performance: The role of executive function. Journal of Experimental Child Psychology, 127, 52-64. doi: 10.1016/j.jecp.2014.01.006 [PDF]
Mahy, C. E. V., Kliegel, M., & Marcovitch, S. (2014). Emerging themes in the development of prospective memory during childhood. Journal of Experimental Child Psychology, 127, 1-7. doi: 0.1016/j.jecp.2014.04.003 [PDF]
Kliegel, M., Mahy, C. E. V., Voigt, B., Henry, J. D., Rendell, P. G., & Aberle, I. (2013). The development of prospective memory in young school children: The impact of ongoing task absorption, cue salience, and cue centrality. Journal of Experimental Child Psychology, 116, 792-810. doi: 10.1016/j.jecp.2013.07.012 [PDF]
Mahy, C. E. V., & Moses, L. J. (2011). Executive functioning and prospective memory in young children. Cognitive Development, 26, 269-281. doi:10.1016/j.cogdev.2011.06.002 [PDF]
Mahy, C. E. V., Mazachowsky, T. R., & Pagobo, J. R. (2018). Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences. Cognitive Development, 47, 158-167. [PDF]
Mahy, C. E. V., Mohun, H., Müller, U., & Moses, L. J. (2016). The role of subvocal rehearsal in preschool children’s prospective memory. Cognitive Development, 39, 189-196. doi: 10.1016/j.cogdev.2016.07.001 [PDF]
Mahy, C. E. V., & Munakata, Y. (2015). Transitions in executive function: Insights from developmental parallels between prospective memory and cognitive flexibility. Child Development Perspectives, 9, 128-132. doi: 10.1111/cdep.12121 [PDF]
Mahy, C. E. V., Voigt, B., Ballhausen, N., Schnitzspahn, K., Ellis, J., & Kliegel, M. (2015). The impact of cognitive control on children’s goal monitoring in a time-based prospective memory task. Child Neuropsychology, 21, 823-839.
doi: 10.1080/09297049.2014.967202 [PDF]
Mahy, C. E. V., & Moses, L. J. (2015). The effect of retention interval task difficulty on children’s prospective memory: Testing the intention monitoring hypothesis. Journal of Cognition and Development, 16, 742-758. doi: 10.1080/15248372.2014.930742 [PDF]
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The development of prospective memory in children: An executive framework. Developmental Review, 34, 305-326. doi: 10.1016/j.dr.2014.08.001 [PDF]
Voigt, B., Mahy, C. E. V., Ellis, J., Schnitzspahn, K., Altgassen, M., & Kliegel, M. (2014). The development of time-based prospective memory in childhood: The role of working memory updating. Developmental Psychology, 50, 2393-2404.
doi: 10.1037/a0037491 [PDF]
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The impact of age, ongoing task difficulty, and cue salience on preschoolers’ prospective memory performance: The role of executive function. Journal of Experimental Child Psychology, 127, 52-64. doi: 10.1016/j.jecp.2014.01.006 [PDF]
Mahy, C. E. V., Kliegel, M., & Marcovitch, S. (2014). Emerging themes in the development of prospective memory during childhood. Journal of Experimental Child Psychology, 127, 1-7. doi: 0.1016/j.jecp.2014.04.003 [PDF]
Kliegel, M., Mahy, C. E. V., Voigt, B., Henry, J. D., Rendell, P. G., & Aberle, I. (2013). The development of prospective memory in young school children: The impact of ongoing task absorption, cue salience, and cue centrality. Journal of Experimental Child Psychology, 116, 792-810. doi: 10.1016/j.jecp.2013.07.012 [PDF]
Mahy, C. E. V., & Moses, L. J. (2011). Executive functioning and prospective memory in young children. Cognitive Development, 26, 269-281. doi:10.1016/j.cogdev.2011.06.002 [PDF]
