Effects Of Intention Characteristics On Two Components Of Prospective Memory Of Middle School Students With Different Academic Achievements

Prospective memory refers to the memory that an individual completes the intended task in a certain situation or time in the future without explicit external cues.Prospective memory usually contains a prospective component and a retrospective component.The prospective component refers to the fact that the individual must spontaneously think of something to do at a given time while the retrospective component refers to remembering the details of what to do,such as the time,place,etc.Studies have shown that the intentionality of prospective memory has different effects on prospective memory.But many studies have looked at prospective memory as a whole and did not study the prospective and retrospective components of prospective memory separately.In particular,the research on the influence of the intentional characteristics of prospective memory on these two components is rarely studied in the current literature.The students with different academic achievements involved in this study are mainly excellent students and poor students.Poor students usually refer to students with normal intelligence or higher intelligence,but whose academic performance is not matched with their intelligence level and ability.Some previous studies have shown a significant association between prospective memory and students’ level of academic achievement,particularly in math,for example,students who do well academically,especially in math,tend to perform better on prospective memory.Students with poor academic performance showed more prospective memory failure.As in the process of solving some problems,they often forget to apply the methods and steps they have thought of leading to the failure to solve the problem.It’s also more common in routine life to forget what they planned to do.Therefore,it is great significance to explore the influencing factors of prospective memory in students with different academic achievements,especially whether the prospective component or the retrospective component is the cause of the failure of prospective memory in students with poor academic performance.Therefore,two experiments were designed in this study using the classic two-task paradigm of prospective memory.In experiment 1,2(number of intention: single intention,more intention)×2(category of students: excellent students in mathematics,poor students in mathematics)mixed experimental design was adopted to explore whether the number of prospective memory intention will have different effects on the two components of prospective memory of students with different academic achievements.In Experiment 2,2(intentional behavior and target correlation: related and unrelated)x 2(mathematical knowledge of eugenics,mathematics student categories:academic achievements)mixed experimental design was adopted to discuss whether the correlation of the prospective memory intention will have different effects on the two ingredients of academic achievement of students of prospective memory.Under the conditions of this study,the following results were obtained through two experiments:(1)Under the conditions of this study,the results of the first experiment showed that there was no significant difference in prospective memory and prospective components between the excellent students and the poor students,but their performance in retrospective components was significantly better than that of the poor students.The number of intention has a significant effect on the achievement of prospective memory,which is mainly reflected in the effect on the accuracy and response of the retrospective component but has no effect on the prospective component.Compared with the single intention condition,under the more intention condition,the retroactive component accuracy was lower,the response time was longer,and the prospective memory response time was longer.(2)The results of experiment 2 showed that the high achievers were superior to the low achievers in the accuracy of prospective memory and retrospective components,and there was no significant difference in the prospective components between the two groups.The degree of association between intention and target had a significant effect on the response of prospective memory,but had no effect on the prospective component,and had a significant effect on the accuracy and response of the retrospective component.Compared with the unrelated condition,the response time of the retrospective component is faster and the response time of the prospective memory is shorter.Under the conditions of this study,the following conclusions were reached:(1)The performance of the retrospective component of the excellent students is better than that of the poor students,but there are uncertain factors whether there are differences in the overall performance of the prospective memory between the two groups of students.(2)The number of intention and the association between intention and goal had significant influence on the performance of the retrospective component of prospective memory.When the number of intentions increases,the degree of association between intention and target decreases,which will result in a low accuracy rate of trace-back component and a longer response time,leading to a decrease in prospective memory performance.