MODULATING EFFECT OF INSTRUCTIONS ON AN EVENT-BASED PROSPECTIVE MEMORY TASK

The event-based prospective memory paradigm consists of an ongoing task and a prospective task. Instructions allow the importance given to the prospective task to be modulated relative to the ongoing task, with the danger of reducing test sensitivity due to low or high recall rate or by producing a paradigm change (divided attention). In order to modulate the recall rate without incurring these problems, the effect of label (task name) and format (text color) variables on recall rate were analyzed. Label variable had a significant effect on subject performance (17.20% increase), without affecting test sensitivity or producing a paradigm change. Results and their applicability in different domains within the Preparatory Attentional and Memory (PAM) processes theory are discussed.