Do preschoolers remember what to do? Incentive and external cues in prospective memory

By Nicole R. Guajardo, D. Best. 2000

143 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Computer Networks and Communications, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/556f545837381e44eb68e462dd57b865fb277c54

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. M. Kliegel
2. Theodor Jäger
3. Caitlin E. V. Mahy
4. L. J. Moses

In Computer Networks and Communications

1. M. Kliegel
2. Theodor Jäger
3. Caitlin E. V. Mahy
4. L. J. Moses

In Experimental and Cognitive Psychology

1. M. Kliegel
2. Theodor Jäger
3. Caitlin E. V. Mahy
4. L. J. Moses
5. Moniek Buijzen
6. Esther Rozendaal

Citations in the corpus

• The development of prospective memory in children: An executive framework (2014, methodology): “…increases in PM have been clearly documented using both experimental and naturalistic PM tasks (e.g., Ford, Driscoll, Shum, & Macaulay, 2012; Guajardo & Best, 2000; Kliegel & Jäger, 2007; Kvavilashvili, Messer, & Ebdon, 2001; Mahy & Moses, 2011; Somerville et al., 1983; Kerns, 2000; Shum,…”
• The effects of age and cue-action reminders on event-based prospective memory performance in preschoolers (2007, methodology): “Extending the findings of Guajardo and Best (2000), we obtained the age effect even when restricting the analyses to children with intact retrospective memory for the prospective memory task instructions (cf.”