Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Prospective memory is the memory for executing future intentional behavior at a proper time or occasion. Successful execution of prospective memory includes both a prospective and a retrospective component. The prospective component refers to remembering to do something when a prospective cue is encountered, and the retrospective component is the retrieval of the content of the intention to be executed. Both the prospective and retrospective components are indispensable for the successful execution of prospective memory tasks. Low achieving pupils in math with normal intelligence performed poorly on prospective memory tasks relative to high achieving math pupils. Because a failure of prospective memory may underlie academic failure in low achieving pupils in math, it is important to identify the causes of poor prospective memory performance. This study addresses the question of whether implementation intention encoding improves prospective memory performance in low achieving pupils in math and whether its effects are localized to the prospective and/or the retrospective component? In this study, two experiments were conducted to explore the above questions. Experiment 1 used a prospective memory task that disassociated the prospective component and retrospective component. Thirty-eight (38) pupils were recruited. The study adopted a mixed design of 2 (ability group: low math achieving pupils, high math achieving pupils) × 2 (cognitive load of ongoing tasks: high, low) with the latter as a within-subjects variable. Experiment 2 investigated whether encoding conditions improved low math achieving pupils’ prospective memory. Sixty (60) low achieving pupils in math were recruited. The study adopted a mixed design of 2 (cognitive load of ongoing tasks: high, low) × 2 (encoding method: standard encoding, implementation intention encoding) with the latter as a between-subjects variable. The results of Experiment 1 showed that accuracy rates of prospective and retrospective components of low achieving pupils in math were significantly lower than that of high achieving pupils in math. In addition, pupils with low math achievement yielded significantly lower accuracy rates on the high cognitive load condition than that in the low cognitive load condition. No significant interaction emerged between ability group and cognitive load. The results of Experiment 2 replicated the above findings that significantly lower accuracy rates occurred in the high cognitive load than the low cognitive load condition. The results also showed that the accuracy rates for the prospective and retrospective components were significantly higher for the implementation intention encoding condition than those in the standard encoding condition. Additionally, the interaction between cognitive load and the encoding method was not significant. The results indicated that low achieving pupils in math performed worse on measures of prospective memory than high achieving pupils in math. The results also showed that regardless of cognitive load, implementation intention encoding improved the performance of low math achieving pupils' prospective memory performance by enhancing both the prospective and retrospective components.
Subjects: Psychology >> Cognitive Psychology submitted time 2022-01-17
Abstract：
Prospective memory is the memory of executing an intentional behavior at a proper time or occasion in the future. Successful execution of prospective memory includes two components, prospective component and retrospective component. The prospective component refers to remembering to do something when a prospective cue is encountered, and the retrospective component is the retrieval of the content of the intention to be executed. Both the prospective and retrospective components are indispensable for the successful execution of prospective memory tasks. Low academic pupils have normal intelligence, but their actual academic achievement is below what their intellectual potential should achieve. As the failure of prospective memory is an important reason for academic failure in low academic pupils, it is important to identify the causes of poor prospective memory performance in low academic pupils. Do low academic pupils with underdeveloped central executive functions perform more poorly under high cognitive load conditions than low cognitive load conditions? Is implementation intention encoding, an effective encoding method for improving prospective memory performance, also effective for low academic pupils? Which component or both can implementation intention encoding improve?
In this study, we conducted two experiments to explore the above questions. Experiment 1 used the prospective memory task dissociation procedure to dissociate the prospective component and retrospective component. 38 pupils were recruited. The study adopted a mixed design of 2 (ability group: low academic pupils, high academic pupils) × 2 (cognitive load of ongoing tasks: high, low) with the latter as a within-subjects variable. Experiment 2 investigated how to improve the prospective memory of low academic pupils. 60 low academic pupils were recruited. The study adopted a mixed design of 2 (cognitive load of ongoing tasks: high, low) × 2 (encoding method: standard encoding, implementation intention encoding) with the latter as a between-subjects variable.
The results of Experiment 1 showed that accuracy rates of prospective memory of low academic pupils were significantly lower than that of high academic pupils, furthermore accuracy rates of prospective component and retrospective component of low academic pupils were significantly lower than those of high academic pupils, and significantly lower accuracy rates in the high cognitive load condition than that in the low cognitive load condition. The interaction effects between ability group and cognitive load were not significant. The results of Experiment 2 confirmed that significantly lower accuracy rates in the high cognitive load condition than that in the low cognitive load condition and showed that the accuracy rates of prospective memory in the implementation intention encoding condition were significantly higher than those in the standard encoding condition, and the accuracy rates of prospective and retrospective components were also significantly higher than those in the standard encoding condition. Additionally, the interaction between cognitive load and encoding method was not significant.
The results indicated that low academic pupils performed worse in prospective memory performance and its components than high academic pupils; regardless of cognitive load, implementation intention encoding can improve the performance of low academic pupils' prospective memory performance by enhancing prospective and retrospective components.
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