The realization of delayed...
Transcript of The realization of delayed...
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The realization of delayed intentionsDevelopmental trends and underlying mechanisms
Matthias KliegelDepartment of Psychology
Dresden University of Technology, Germany
May 16, 2008
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1 IntroductionIntentional behavior…… an everyday challenge!
Who has never failed in tasks such as …
… remembering a friend's birthday?
… calling a colleague between 3.00 pm and 3.15 pm?
… taking medication before lunch?
… picking someone up after work?
The ability to realize delayed intentions = both cognitive plus non-cognitive skills
prospective memory
"unreliable person!" (non-cognitive)
"bad memory" (cognitive)
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1 IntroductionWhat is prospective memory (PM)?
4"Remembering" to do somethingKliegel, M., McDaniel, M.A., & Einstein, G.O. (Eds.) (2008). Prospective Memory: Cognitive, Neuroscience,
Developmental, and Applied Perspectives. Mahwah: Erlbaum.
4Key characteristics (Craik, 1986; Einstein & McDaniel, 1990, 1996; Guynn, 2003)
4self-initiated realization of intentions at a specific moment4PM types: time-based; event-based4PM = dual-task: ongoing activity + prospective task
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1 IntroductionWhy study prospective memory?
Highly relevant to everyday life
50-80% of everyday "cognitive" problems across the lifespan are prospective memory problems
Development and maintenance of independence
Work-related errors (e.g., medical settings, aviation)
High clinical relevance
Autism (Altgassen, Williams, Bölte & Kliegel, in press)
ADHD (Kliegel, Ropeter & Mackinley, 2006)
Depression (Altgassen, Kliegel, & Martin, in revision)
Parkinson (Kliegel, Phillips, Lemke & Kopp, 2005; Altgassen et al., 2007)
Diabetics (Kliegel, 2004; Kliegel et al., 2002)
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4 PM is a multiphase process (Ellis, 1996; Kvavilashvili & Ellis, 1996)
IntentionFormation Intention Retention
Time
IntentionInitiation Intention
Execution
(Kliegel et al., 2002)
1 IntroductionGeneral conceptual model
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2 Descriptive OverviewDoes PM develop across the lifespan?
Age differences across the lifespan
Adults:„Recent evidence indicates that some forms of prospective memory ... are unaffected by aging.“ (Kausler & Kausler, 2001)
Children:„Children’s attempts at prospective remembering may be an important precursor to the development of strategies.“(Meacham & Colombo, 1980).
older > younger (e.g., Patton & Meit, 1993)older = younger (e.g., Einstein & McDaniel, 1990) older < youngerolder < younger (e.g., Kliegel et al., 2000)
several studies
older > youngerolder > younger (e.g., Kliegel & Jäger, 2007)older = younger (e.g., Sommerville et al., 1983)
very few studies
no (longitudinal) life-span study
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„Please remember to post a letter every Tuesday“(e.g., Patton & Meit, 1993)
2 Descriptive OverviewTypical naturalistic task
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(Rendell & Craik, 2000;Aberle, Kliegel, Rendell, in preparation)
2 Descriptive OverviewLab-based task simulating daily life
Virtual Week (German version)
Regular TasksIrregular Tasks
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Age differences across the lifespan: (Pooled) data indicate inverted U-shaped functionN = 557; age 5-86
Kliegel, Mackinlay & Jäger (2008)
Same ordifferent developmentalmechanisms?
2 Descriptive OverviewDoes PM develop across the lifespan?
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Very few studies on preschoolers
Kliegel & Jäger (2007) Cognitive Development
2 Descriptive OverviewWhen does PM emerge?
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Ellis’ (1996) model: Decomposing the processPM = Retrospective plus prospective component
3 Explanatory ModelsWhy does PM develop?
IntentionFormation Intention Retention
Time
IntentionInitiation Intention
Execution
Forget what to doRetrospective Component (cognitive)
Forget, that there was an intentionProspective Component (cognitive plus non-cognitive aspects)
Differential age effectsacross the lifespan?
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Three age groups
Children: age: 12.9 ± 0.6 Young Adults: age: 22.5 ± 1.4 Old Adults: age: 70.1 ± 5.5
Paradigm that allows to disentangle both:retrospective and prospective component• behavioral• physiological
Life-span study (Zöllig, West, Martin, Altgassen, Lemke, & Kliegel, 2007, Neuropsychologia)
3 Explanatory ModelsWhy does PM develop?
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PM-Cue hits
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Children Young Adults Older Adults
Mea
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Old adults < Children < Young adults Why?
3 Explanatory ModelsWhy does PM develop?
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3 Explanatory ModelsWhy does PM develop?
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Children Young Adults Older Adults
retrospective errors
prospective errors
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Children
Older Adults
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3 Explanatory ModelsWhy does PM develop?
Developmental inverted U-shaped performance,but differential processes underlying age differences
Processes involved in age-related PM:
• Children
Retrospective component
• Older adults
Prospective component
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Kliegel, Mackinlay & Jäger (2008)
Task↔Resource Interaction Framework
3 Explanatory ModelsWhy does PM develop?
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Planning (Kliegel, Martin, McDaniel, Einstein & Moor, 2007, Memory and Cognition)
Do planning aids improve prospective planning / intention formation?Does this lead to improvements in (delayed) prospective memory performance / intention realization?Age effects?
3 Explanatory ModelsWhy does PM develop?
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Plan Formation
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No Plan Aid Schema Schema + Aid
Plan
ela
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tene
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Young Adults Old Adults
3 Explanatory ModelsWhy does PM develop?
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Delayed Realization
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No Plan Aid Schema Schema + Aid
Subt
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3 Explanatory ModelsWhy does PM develop?
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Kliegel, Mackinlay & Jäger (2008)
Task↔Resource Interaction Framework
3 Explanatory ModelsWhy does PM develop?
Task ImportanceMotivation
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Age effect F(1,75) = 4.87, p < .05, η2 = .063
Effect of task importance on age differenences in PM
0,00
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perf
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Young AdultsOld Adults
3 Explanatory ModelsWhy does PM develop?
Adult age range (Kliegel, Phillips & Jäger, submitted)
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Interaction F(1,75) = 5.97, p < .05
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Interaction F(1,75) = 4.44, p < .05
Prospective memory Ongoing task (cognitive interface)
3 Explanatory ModelsWhy does PM develop?
Similar effects inadolescence (Wang, Kliegel, Yang & Liu, 2006)
preschoolers (Kliegel, Brandenberger & Aberle, in press)
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Kliegel, Mackinlay & Jäger (2008)
Task↔Resource Interaction Framework
3 Explanatory ModelsWhy does PM develop?
Meta-cognition
Active
Motivation
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Conceptual issues: AcTRIF: Systematically test other factors and the role of
metacognitive processesCognitive Non-cognitive Interface
Empirical issues:Influence of personality factors, e.g., conscientiousness, on age-related performance?Influence of other "non-cognitive" factors e.g., stresse.g., social importanceDevelopment throughout the whole lifespan (early childhood, extremely old age)? common mechanisms
Thank you for your attentionThank you for your attention
4 OutlookWhat’s left to do?