Time keeping and working memory development in early adolescence: A 4-year follow-up
2011 (English)In: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 108, no 1, 170-179 p.Article in journal (Refereed) Published
In this longitudinal study, we examined time keeping in relation to working memory (WM) development. School-aged children completed two tasks of WM updating and a time monitoring task in which they indicated the passing of time every 5min while watching a film. Children completed these tasks first when they were 8 to 12years old and then 4years later when they were 12 to 16years old. Time keeping in early adolescence showed a different pattern of outcome measures than 4years earlier, with reduced clock checking and increased timing error. However, relative changes in WM development moderated these adverse effects. Adolescents with greater relative gains in WM development were better calibrated than participants with less developing WM functions. We discuss these findings in relation to individual and developmental differences in executive control functions and socioemotionally driven reward seeking.
Place, publisher, year, edition, pages
Elsevier , 2011. Vol. 108, no 1, 170-179 p.
adolescents, socioemotional development, decision making, time monitoring, working memory, metacognition, executive control, time cognition/perception
Research subject Psychology
IdentifiersURN: urn:nbn:se:umu:diva-37164DOI: 10.1016/j.jecp.2010.07.004OAI: oai:DiVA.org:umu-37164DiVA: diva2:358210
Available online 21 August 20102010-10-212010-10-212010-12-09Bibliographically approved