Prospective memory (PM) refers to a person’s ability to remember to do something in the future. It is a complex behaviour that is essential for the daily functioning of young and old alike. Despite its importance in everyday life, few studies have sought to examine the role of personality on PM performance using a multi-trait multi-method approach in young adults. The current study aimed to investigate the differential roles of the Big 5 personality traits on event- and time-based PM performance using multiple measurement methods. In addition, the study aimed to add to the current PM and personality literature by addressing several of the identified methodological limitations of the literature as outlined by Uttl and colleagues (2013). Results demonstrated few strong relationships between PM subtypes (event and time-based) performance indicators, though performance on the lab-based event-based PM task was stronger than on the lab-based time-based PM task even after controlling for ongoing task performance. Participants were also found to perform better on lab-based rather than naturalistic PM tasks. Naturalistic and self-report PM measures were significantly related to each other, but not to lab-based PM. Regarding personality, the relationship between specific personality traits and PM performance differed depending on the PM subtype and/or measurement method being investigated with conscientiousness, memory aid strategy use, and substance use engagement being found to best predict self-reported PM errors in daily life. The current study demonstrated that each PM measurement method taps into different aspects of behavioural and cognitive functioning. Without the use of all three measurement methods, whilst also considering the individuality of the client, researchers and clinicians may be doing a disservice to individuals with true PM difficulties as they may overlook important factors contributing to their poorer performance. / Graduate

Prospective memory is very important for everyday life of all people. Patients with brain injury often have problems with their prospective memory, the ability to remember what they would like to do in the future and to remember that intention at the right time. Rehabilitation and prospective memory training differ in the literature as well as its efficacy results. The thesis deals with the issues of prospective memory and its rehabilitation with people with acquired brain injury. The aim of this work is to create a summary of existing knowledge about prospective memory, design and implementation of prospective memory training program with patiens with acquired brain injury. The theoretical part of the thesis summarizes basic information about prospective memory, its division and overview of theories. An important part of the thesis is an overview of methods for prospective memory diagnostics. The end of the theoretical part of thesis is about different ways of rehabilitation prospective memory. The empirical part presents the theoretical basis for the cognitive rehabilitation. On this basis a prospective memory training was developed and subsequently tested with patiens with acquired brain injury. The thesis also includes a detailed manual for prospective memory training. The effectivness of the...

A pervasive real-world memory task is remembering to carry out intended activities at appropriate moments in the future, such as remembering to call one’s mother after returning from work or to hand a message to a colleague when seeing him in the office on the next morning. Such types of tasks are termed prospective memory (PM) tasks (Einstein & McDaniel, 1996). PM has been identified as one of the most frequent everyday memory challenges (e.g., Maylor, 1990), particularly in old age (McDaniel, Einstein, & Rendell, 2008) and an intact PM is considered to be crucial for the maintenance of independent living (Kliegel & Martin, 2003). Therefore, many researchers have focused on the exploration of possible age differences in PM. While age-related deficits were found in standard lab-based PM tasks, age-related benefits occured in naturalistic tasks that are carried out in participants’ everyday lives. This surprising pattern has been called the age-PM-paradox (Rendell & Craik, 2000). It has been supported by a meta-analysis comparing PM age effects found in studies that focused either on lab-based or on naturalistic PM tasks (Henry, MacLeod, Phillips, & Crawford, 2004). However, the mechanisms which are critical in determining the direction of age effects remain poorly delineated. Thus, the overall aim of the research programme presented in the present thesis was to investigate the age-PM-paradox as well as potential cognitive, motivational and emotional mechanisms and processes associated with age-related PM performance. For that purpose, three experimental studies were conducted testing adult age effects in different PM task settings with different task material. Furthermore, several possible underlying mechanisms suggested by the literature on age effects in PM were measured and/ or varied experimentally. The first aim of Study 1 was to cross-validate the age-PM-paradox within a single sample. The second aim was to empirically explore the relative importance of four recently proposed factors (motivation, metacognitive awareness, activity absorption, and control over the task) that may be associated with the direction of age effects inside and outside of the laboratory. For that purpose, 20 young and 20 older adults performed a lab-based and a naturalistic PM task, which were similar in structure and demand. The level of control was experimentally manipulated in both task settings. The remaining possibly influencing factors (motivation, metacognitive awareness, and activity absorption) were assessed via questionnaires in the laboratory and with a daily diary in the field. First, analysing mean level age differences, the paradox was confirmed. Second, exploring possible correlates of the paradox revealed that the level of daily activity absorption (i.e., everyday stress) was the most important mechanism in naturalistic PM performance. Further, high motivation and good metacognitive awareness were associated with age benefits in PM performance in the naturalistic task, while high ongoing activity absorption and low control over the PM cue were related to deficits in lab-based tasks. Thus, Study 1 confirmed the age-PM-paradox within one sample and with carefully matched lab-based and naturalistic tasks. In addition, the results indicate that the relative importance of the suggested factors may vary as a function of setting. While cognitive factors were most influential in the laboratory, motivational and knowledge-based factors were associated with high PM performance in the naturalistic task. The strong association between PM performance in the field and everyday stress highlights the need for future studies exploring the mechanisms underlying this effect. Results from Study 1 suggest that cognitive resources are most influential for PM age effects in the laboratory. Yet, it is not clear, which specific cognitive resources are needed for successful PM performance and if these processes differ between young and older adults. Thus, Study 2 explored the role of executive functions (i.e. shifting, updating and inhibition) as possible developmental mechanisms associated with PM age effects. 170 young and 110 older adults performed a battery of cognitive tests including measures of PM, shifting, updating, inhibition, working memory and speed. A comprehensive set of statistical approaches (e.g. median analyses, structural equation modelling) was used to analyze the possible cognitive correlates in predicting PM performance. First, age effects were confirmed in PM and also obtained in measures of executive control. Moreover, the facets of executive control differently predicted PM performance. Specifically, shifting was the strongest predictor of PM performance in young and older adults as well as for explaining age differences in PM. Thus, Study 2 clarified the role of different facets of controlled attention in age effects in PM and bears important conceptual implications: The results suggest that executive functions are important developmental mechanisms of PM across adulthood beyond working memory and speed. Specifically, shifting appeared to be an essential aspect of cognitive control involved in age-related PM performance. Moreover, examining PM as a latent construct confirmed the convergent and discriminant validity of PM. This demonstrates PM as a separate cognitive construct and suggests that PM is related to, but not identical with, executive control. Study 3 was set out to explore if the amount of cognitive resources needed to successfully perform a PM task in the laboratory can be influenced by the emotionality of the task material. First studies suggested that emotional task material may enhance PM performance in young and older adults by heightening the salience of the task and thereby reducing the need for controlled attention. However, the extent and mechanisms of this effect are still under debate. Therefore, Study 3 explored possible differential effects of PM target cue valence on PM age effects. For that purpose, 45 young and 41 older adults performed a PM task in which emotional valence of the PM cue was manipulated (positive, negative, neutral). Results revealed an interaction indicating that age differences were smaller in both emotional valence conditions compared to the neutral condition. This finding supports an emotionally enhanced memory effect in PM, but only for the older adults as PM performance in young adults was not affected by cue valence. From a conceptual perspective, the results from Study 3 may also contribute to the explanation of the age-PM-paradox, as they suggest that the neutral material usually applied in lab-based studies might overestimate PM age effects. In summary, the present thesis makes an important contribution to the ongoing conceptual debate concerning adult age effects in PM performance assessed in the laboratory versus participants’ everyday lives. Results strongly suggest that mostly different variables may be crucial for understanding PM age deficits in the laboratory and age benefits in naturalistic PM tasks. Successful PM performance in the laboratory seems to require high levels of cognitive resources. The present results suggest that shifting ability is especially relevant in this respect. On a task level the emotionality of the material seems to influence the required amount of cognitive resources as it reduced PM age effects. Everyday stress seems to be particularly important for successful PM performance in the field. Thus, possible future studies should specify the relation between stress and PM as outlined in the general discussion.

A pervasive real-world memory task is remembering to carry out intended activities at appropriate moments in the future, such as remembering to call one’s mother after returning from work or to hand a message to a colleague when seeing him in the office on the next morning. Such types of tasks are termed prospective memory (PM) tasks (Einstein & McDaniel, 1996). PM has been identified as one of the most frequent everyday memory challenges (e.g., Maylor, 1990), particularly in old age (McDaniel, Einstein, & Rendell, 2008) and an intact PM is considered to be crucial for the maintenance of independent living (Kliegel & Martin, 2003). Therefore, many researchers have focused on the exploration of possible age differences in PM. While age-related deficits were found in standard lab-based PM tasks, age-related benefits occured in naturalistic tasks that are carried out in participants’ everyday lives. This surprising pattern has been called the age-PM-paradox (Rendell & Craik, 2000). It has been supported by a meta-analysis comparing PM age effects found in studies that focused either on lab-based or on naturalistic PM tasks (Henry, MacLeod, Phillips, & Crawford, 2004). However, the mechanisms which are critical in determining the direction of age effects remain poorly delineated. Thus, the overall aim of the research programme presented in the present thesis was to investigate the age-PM-paradox as well as potential cognitive, motivational and emotional mechanisms and processes associated with age-related PM performance. For that purpose, three experimental studies were conducted testing adult age effects in different PM task settings with different task material. Furthermore, several possible underlying mechanisms suggested by the literature on age effects in PM were measured and/ or varied experimentally. The first aim of Study 1 was to cross-validate the age-PM-paradox within a single sample. The second aim was to empirically explore the relative importance of four recently proposed factors (motivation, metacognitive awareness, activity absorption, and control over the task) that may be associated with the direction of age effects inside and outside of the laboratory. For that purpose, 20 young and 20 older adults performed a lab-based and a naturalistic PM task, which were similar in structure and demand. The level of control was experimentally manipulated in both task settings. The remaining possibly influencing factors (motivation, metacognitive awareness, and activity absorption) were assessed via questionnaires in the laboratory and with a daily diary in the field. First, analysing mean level age differences, the paradox was confirmed. Second, exploring possible correlates of the paradox revealed that the level of daily activity absorption (i.e., everyday stress) was the most important mechanism in naturalistic PM performance. Further, high motivation and good metacognitive awareness were associated with age benefits in PM performance in the naturalistic task, while high ongoing activity absorption and low control over the PM cue were related to deficits in lab-based tasks. Thus, Study 1 confirmed the age-PM-paradox within one sample and with carefully matched lab-based and naturalistic tasks. In addition, the results indicate that the relative importance of the suggested factors may vary as a function of setting. While cognitive factors were most influential in the laboratory, motivational and knowledge-based factors were associated with high PM performance in the naturalistic task. The strong association between PM performance in the field and everyday stress highlights the need for future studies exploring the mechanisms underlying this effect. Results from Study 1 suggest that cognitive resources are most influential for PM age effects in the laboratory. Yet, it is not clear, which specific cognitive resources are needed for successful PM performance and if these processes differ between young and older adults. Thus, Study 2 explored the role of executive functions (i.e. shifting, updating and inhibition) as possible developmental mechanisms associated with PM age effects. 170 young and 110 older adults performed a battery of cognitive tests including measures of PM, shifting, updating, inhibition, working memory and speed. A comprehensive set of statistical approaches (e.g. median analyses, structural equation modelling) was used to analyze the possible cognitive correlates in predicting PM performance. First, age effects were confirmed in PM and also obtained in measures of executive control. Moreover, the facets of executive control differently predicted PM performance. Specifically, shifting was the strongest predictor of PM performance in young and older adults as well as for explaining age differences in PM. Thus, Study 2 clarified the role of different facets of controlled attention in age effects in PM and bears important conceptual implications: The results suggest that executive functions are important developmental mechanisms of PM across adulthood beyond working memory and speed. Specifically, shifting appeared to be an essential aspect of cognitive control involved in age-related PM performance. Moreover, examining PM as a latent construct confirmed the convergent and discriminant validity of PM. This demonstrates PM as a separate cognitive construct and suggests that PM is related to, but not identical with, executive control. Study 3 was set out to explore if the amount of cognitive resources needed to successfully perform a PM task in the laboratory can be influenced by the emotionality of the task material. First studies suggested that emotional task material may enhance PM performance in young and older adults by heightening the salience of the task and thereby reducing the need for controlled attention. However, the extent and mechanisms of this effect are still under debate. Therefore, Study 3 explored possible differential effects of PM target cue valence on PM age effects. For that purpose, 45 young and 41 older adults performed a PM task in which emotional valence of the PM cue was manipulated (positive, negative, neutral). Results revealed an interaction indicating that age differences were smaller in both emotional valence conditions compared to the neutral condition. This finding supports an emotionally enhanced memory effect in PM, but only for the older adults as PM performance in young adults was not affected by cue valence. From a conceptual perspective, the results from Study 3 may also contribute to the explanation of the age-PM-paradox, as they suggest that the neutral material usually applied in lab-based studies might overestimate PM age effects. In summary, the present thesis makes an important contribution to the ongoing conceptual debate concerning adult age effects in PM performance assessed in the laboratory versus participants’ everyday lives. Results strongly suggest that mostly different variables may be crucial for understanding PM age deficits in the laboratory and age benefits in naturalistic PM tasks. Successful PM performance in the laboratory seems to require high levels of cognitive resources. The present results suggest that shifting ability is especially relevant in this respect. On a task level the emotionality of the material seems to influence the required amount of cognitive resources as it reduced PM age effects. Everyday stress seems to be particularly important for successful PM performance in the field. Thus, possible future studies should specify the relation between stress and PM as outlined in the general discussion.

Implementation intentions have been shown to improve prospective memory performance among a variety of populations. In two studies, the effectiveness of implementation intentions was examined among young and older adults. In Experiment 1 64 young adults were placed into one of four instructional conditions (Read-Only, Imagery, Implementation Intention, Combined) before completing a laboratory-based prospective memory task. Results reveal that prospective memory performance improves under each of the three experimental conditions, but that there is no additional benefit of combining imagery with implementation intentions. In a novel finding, imagery alone produced improvements comparable to implementation intentions. Experiment 2 investigated the effect of implementation intentions among 32 older adults, who were characterized as possessing high- or low-frontal function based on neuropsychological test performance. Implementation intentions improved prospective memory among both groups, regardless of frontal function. The results of these studies suggest that implementation intentions can improve prospective memory among both young and older adults. Importantly, these findings reveal that imagery alone may be an effective means of improving prospective memory. Additionally, that implementation intentions improved prospective memory among older adults, regardless of frontal function, raises important questions about potential mechanisms underlying the effectiveness of implementation intentions.

Remembering to complete some future intention (i.e., prospective remembering) is a frequent requirement of everyday activities. Prospective memory failures (e.g., forgetting to take one’s medication) can have devastating consequences. Cognitive psychologists have sought to understand how individuals can successfully fulfill their prospective memory intentions. Unfortunately, it has been difficult to find evidence for specific cognitive mechanisms that could feasibly account for prospective memory behaviors. In part, this is because many theories of prospective memory stipulate that prospective remembering is accomplished through discrete/covert mental processes. In the current set of experiments, eye-tracking technology was used to test these various mechanistic explanations. Using an eye-tracking computer to measure pupillary responses to prospective memory task characteristics allowed for the observation of changes in discrete mental activity during the course of a prospective memory task scenario. Across two experiments, I observed elevated pupil dilation when participants were given additional prospective memory demands. Furthermore, when participants correctly recognized the presentation of a prospective memory target, it appeared that their pupil dilation increased dramatically, and elevated dilation persisted for several trials. This pattern of pupil dilation is consistent with an account of prospective remembering that suggests individuals sometimes engage in actively monitoring for an opportunity to<br>11<br>complete their prospective memory intention, and that at other times, individuals will reduce or discontinue monitoring activity until some cue brings the prospective memory intention back into mind. Consistent with such an account, individual differences in working memory were positively associated with pupil size only when the prospective memory task afforded monitoring. This was in line with recent research implicating the working memory system in facilitating active monitoring during certain prospective memory contexts. Finally, the current set of experiments demonstrated the utility of pupillometric methods for measuring active monitoring in a prospective memory scenario.

Au, Wing Cheong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 114-148). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes in Chinese.

Background: It is often considered that, following paediatric acquired brain injury (pABI) and epilepsy, higher-level cognitive deficits, such as prospective memory (PM), are impaired and may only become apparent over time when these abilities are expected to develop and mature in a typically developing child. Interventions supporting PM have the potential to increase independence and enhance social participation. Despite research indicating PM difficulties in children and adolescents with pABI and epilepsy, and also in children with PM difficulties with unknown aetiology, currently, there is a limited evidence-base for interventions, although previous research has attempted to address this following pABI (Rous, 2011). Objective: The objective of this empirical paper was to build upon the work of Rous (2011) and optimise the effectiveness of brief metacognitive 'Remembering Goals' Training (RGT) and external content-free cueing (in the form of 'STOP' text messages) on PM task performance and the achievement of real-life goals. Method: The research employed a single-case series design with a randomised, alternating treatment (Barlow & Hayes, 1979). Eight participants (aged 10-15 years) completed the study. Three participants had an ABI, two participants had epilepsy, and three participants experienced PM difficulties with unknown aetiology. The PM task required participants to send three text messages at set times and to complete three real-life goals each working day for a four-week period. After a baseline period, participants completed brief RGT via Skype twice during the study (once following baseline, and again half way through the study). The brief RGT facilitated metacognitive skills and participants learnt to associate texts reading 'STOP' with mentally reviewing their goals and tasks for that day. Six 'STOP' text messages (cues) were sent at random times on half of the days of the intervention. The number and accuracy of texts messages, and the achievement of real-life goals, were compared across cued and un-cued days to evaluate the efficacy of the intervention for each participant. Results: Five participants demonstrated improved PM text message performance and seven participants demonstrated improved performance in real-life goals. Most of the participants reported positive gains in self-reported PM abilities, and most parents of children with acquired neurological conditions reported reduced levels of family stress and burden following the intervention. Conclusions: This research offers some evidence in support of the efficacy of content-free cueing and RGT for facilitating PM abilities. The majority of participants engaged in more frequent and accurate PM tasks and, most importantly, achieved more of their real-life goals as a result of the intervention.

Despite the widespread use of project risk management, the results of such efforts are often underwhelming. Do project risk management practices somehow miss the point? To explore this idea I use a critical management studies framework to study project risk management. The approach prescribed in the Project Management Institute's Project Management Body of Knowledge is compared to the very different approach of a professional project manager. A theorised analysis of the difference between these approaches finds that they employ the logic of different knowledge-constitutive interests thereby making them suitable for different purposes. The study concludes with a discussion of how the results of this analysis can be presented to practitioners in a way consistent with the emancipatory agenda of critical management studies.

Prospective memory refers to the ability to remember to carry out delayed intentions, more precisely, to remember to initiate and execute an intended action at some point in the future. The development and progression of prospective memory across the lifespan is still heavily under debate. Only few studies have so far investigated prospective memory development in childhood, revealing an inconsistent pattern. In adulthood, studies in the laboratory and naturalistic studies showed paradoxical results with age deficits in the laboratory and age benefits in naturalistic tasks. Up to now, no conceptual model has been suggested to guide research on prospective memory development across the lifespan. Thus, the present work examined the effect of central factors from the multiprocess framework (McDaniel &amp;amp; Einstein, 2000) on the development of prospective memory in four different age-groups: pre-schoolers, school-age children, young and old adults. The first study explored the role of task motivation in age differences in prospective memory performance across the pre-school age-range. No main effect of age or motivation in prospective memory performance was found, yet a significant interaction, indicating that for younger children motivation or task importance may help allocating the available resources to the task elements of interest. Evidence from the second study indicated that 9-10 year old school children outperform 6-7 year old school children on a measure of prospective memory, and that retrieval-based factors (ongoing task absorption, cue salience, cue focality) systematically influenced performance. Of particular importance for possible developmental mechanisms was the finding of an age x cue focality interaction, suggesting that age effects may be modulated by cue focality. The third study examined the effect of task setting in a laboratory procedure and the effect of motivation in a naturalistic procedure on prospective memory performance in young and older adults. Results from the laboratory prospective memory procedure revealed significant age-related decline for irregular tasks but not for regular and focal tasks. In addition, in the naturalistic procedure, the age benefit was eliminated when young adults were motivated by incentives. Results from the present work indicated that already pre-school age children were able to remember to perform intended actions and this ability increased across school-age. In adulthood, the results revealed a decline with age on a pure performance level. Yet, older adults may be able to compensate for basic cognitive impairments if task conditions reduce the need for controlled attention. Furthermore, the present work suggest, that factors of the multiprocess framework may indeed affect age-differences in prospective memory performance throughout the lifespan, as cue focality and task importance were related to prospective memory development in children and adults. Thus, the multiprocess approach might serve as foundation for a lifespan theory of the development of prospective memory.