Prospective memory, executive functions, and metacognition are already differentiated in young elementary school children: Evidence from latent factor modelling

Spiess, Manuela; Meier, Beat; Roebers, Claudia M. (2015). Prospective memory, executive functions, and metacognition are already differentiated in young elementary school children: Evidence from latent factor modelling. Swiss journal of psychology, 74(4), pp. 229-241. Huber 10.1024/1421-0185/a000165

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This study investigated the empirical differentiation of prospective memory, executive functions, and metacognition and their structural relationships in 119 elementary school children (M = 95 months, SD = 4.8 months). These cognitive abilities share many characteristics on the theoretical level and are all highly relevant in many everyday contexts when intentions must be executed. Nevertheless, their empirical relationships have not been examined on the latent level, although an empirical approach would contribute to our knowledge concerning the differentiation of cognitive abilities during childhood. We administered a computerized event-based prospective memory task, three executive function tasks (updating, inhibition, shifting), and a metacognitive control task in the context of spelling. Confirmatory factor analysis revealed that the three cognitive abilities are already empirically differentiable in young elementary school children. At the same time, prospective memory and executive functions were found to be strongly related, and there was also a close link between prospective memory and metacognitive control. Furthermore, executive functions and metacognitive control were marginally significantly related. The findings are discussed within a framework of developmental differentiation and conceptual similarities and differences.

Item Type: Journal Article (Original Article)
Division/Institute: 07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Experimental Psychology and Neuropsychology
Graduate School: Swiss Graduate School for Cognition, Learning and Memory (SGS-CLM)
UniBE Contributor: Spiess, Manuela; Meier, Beat and Roebers, Claudia
Subjects: 100 Philosophy > 150 Psychology
600 Technology > 610 Medicine & health
ISSN: 1421-0185
Publisher: Huber
Language: English
Submitter: Anna Maria Ruprecht
Date Deposited: 27 Mar 2015 12:12
Last Modified: 28 Dec 2016 07:54
Publisher DOI: 10.1024/1421-0185/a000165
BORIS DOI: 10.7892/boris.65145
URI: http://boris.unibe.ch/id/eprint/65145

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