OBJECTIVE: The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children\'s PM in a natural setting, namely in the classroom.
METHODS: Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study.
METHODS: As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children\'s everyday prospective and retrospective memory failures were also collected.
RESULTS: Results showed that encoding strategies were effective in enhancing children\'s PM performance. However, differences compared to previous laboratory-based findings emerged since predicting PM performance resulted to be most effective in enhancing real-life PM performance. Moreover, parent reports were related to children\'s PM performance.
CONCLUSIONS: These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices.
目的:本研究的目的是评估EFT说明的效果,性能预测,以及它们在自然环境中对儿童PM的组合,即在教室里。
方法:共有121名年龄在7至9岁之间的儿童(53%为女性)参加了该研究。
方法:作为PM任务,他们的老师要求孩子们给父母写一封信,并在第二天带回学校。儿童分为四组:对照组,预测,EFT,和EFT+预测组。还收集了有关儿童日常前瞻性和回顾性记忆障碍的家长报告。
结果:结果表明,编码策略可有效提高儿童的PM表现。然而,与以前基于实验室的发现相比,出现了差异,因为预测PM性能导致最有效地增强现实生活中的PM性能。此外,家长报告与儿童的PM表现有关。
结论:这些新发现强调了在自然环境中研究PM干预措施的重要性,以提高其生态有效性并为教育实践提供信息。