The role of emotional cues in event-based prospective memory.

OBJECTIVE: Prospective memory (PM) refers to the ability to perform expected actions in the future. The purpose of this study is to investigate the role of stimuli with emotional content on the prospective memory, with particular attention to different age groups. METHODS: Starting from an experimental paradigm used in a previous study (by Cona et al., 2015), we evaluated whether emotional cues (positive, negative, or neutral images) did influence a prospective memory task based on the event during the performance of an ongoing n-back task in three different age groups. RESULTS: A difference emerged between the three investigated groups indicating that positive emotional cues were remembered better than negative and neutral ones. In addition, older subjects resulted slower than others in responding to stimuli and showed the tendency to make more errors in the prospective memory task. CONCLUSIONS: As hypothesized, a difference in the performance of the task appears as due to age. In general, the younger participants take the test more accurately (i.e., with fewer errors). This could be explained because the prospective memory deteriorates with increasing age. Behavioral results do not yet allow us to answer the research question on the role of emotional material in prospective memory; more research is needed to clarify these issues.

Visuospatial working memory abilities in children analyzed by the bricks game task (BGT).

The study of the development of visuospatial memory processes is useful for devising personalized educational interventions as well as for understanding the changes in cognitive functioning in an era characterized by technological progress. The present research is aimed at investigating spatial working memory ability in children that attended the first three years of primary school by means of the Brick Game Task (BGT), a novel visuospatial working memory test. BGT is a small-scale ecological test inspired by behavioral walking tasks with nine white bricks in different spatial configurations as well as to Corsi Block-Tapping test.228 Italian children (121 F; mean age: 7.22 ± 1.18) were assigned to three groups based on the primary school class attended: Group 1 (N = 85; 40 F; mean age 6.18 ± .5), Group 2 (N = 61; 36 F; mean age 7.2 ± .83), and Group 3 (N = 82; 44 F; mean age 8.32 ± .94). All participants were asked to complete the Digit Span test, the Corsi Block-Tapping test, and to explore the three spatial configurations of the BGT with the form of Matrix, M-BGT, Cluster, CL-BGT, Cross, CR-BGT.MANOVA revealed a main significant effect for Group (F12,434 = 15.06; p < .0001) indicating that the group of older obtained a better global executive performance than 1 and 2 groups. Multiple linear regression indicated that Corsi Block-Tapping test performance and Age significantly predicted the M-BGT score. Moreover, Corsi Block-Tapping test and Digit Span significantly predicted the CL-BGT performance, showing how a higher score results in a better CL- BGT performance. Finally, Corsi Block-Tapping test, Digit Span, and Age were positively associated with the CR- BGT performance. The present findings evidenced that novel BGT is a sensible visuospatial working memory task suggesting thus its use to assess the children's executive performance in ecological way. These results open to the development of personalized educational interventions.