Matos, Patricia;
Pereira, Diana R;
Albuquerque, Pedro B;
Santos, Flávia H;
(2020)
How Does Performing Demanding
Activities Influence Prospective
Memory? A Systematic Review.
Advances in Cognitive Psychology
, 16
(3)
pp. 268-290.
10.5709/acp-0302-0.
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Abstract
This paper is the first systematic review on the role of ongoing task load in prospective remembering, which was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Forty articles published between 1995 and 2020 were included. They evaluated prospective memory (PM) performance (i.e., the ability to remember to execute a delayed intention) in adult samples aged between 19 and 50 years old when the PM cue appeared under cognitively demanding conditions. The results revealed that people are more likely to fail to remember to perform a delayed intention at the appropriate circumstances or time in the future when their cognitive resources are taxed by demanding ongoing activities. We conclude the review by highlighting that the degree of working memory and executive resources seems to account for some of the discrepant findings and by proposing directions for future research.
Type: | Article |
---|---|
Title: | How Does Performing Demanding Activities Influence Prospective Memory? A Systematic Review |
Location: | Poland |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.5709/acp-0302-0 |
Publisher version: | http://dx.doi.org/10.5709/acp-0302-0 |
Language: | English |
Additional information: | This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
Keywords: | Prospective memory; ongoing task load; omission errors; commission errors |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
URI: | https://discovery.ucl.ac.uk/id/eprint/10197453 |
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