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Behavioral Sciences
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Executive Functions and Prospective Memory Enhancement: Interventions, Neurocognitive Mechanisms and...
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Executive Functions and Prospective Memory Enhancement: Interventions, Neurocognitive Mechanisms and Individual Differences

A Special Issue of Behavioral Sciences (ISSN 2076-328X) belonging to the section "Cognition".

Deadline for manuscript submissions: 30 March 2027 | Viewed by 2244

Editors

Dr. Tianxiao Yang

E-Mail Website
Guest Editor
Neuropsychology and Applied Cognitive Neuroscience Laboratory, State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
Interests: prospective memory; episodic future thinking; affective forecasting working memory; executive functions; lifespan development
Dr. Ya Wang

E-Mail Website
Guest Editor
School of Psychology, Capital Normal University, Beijing, China
Interests: prospective memory; mental time travel; executive function; time perspective; schizophrenia; depression

Special Issue Information

Dear Colleagues,

Both prospective memory (PM) and executive functions (EF) are goal-oriented cognitive functions, sharing similarities in cognitive neural mechanisms and developmental processes. EF is a complex concept that encompasses various cognitive processes such as working memory, inhibitory control, task switching, cognitive flexibility, and attentional control. PM emphasizes the ability to fulfil intentions in complex environments and relies on multiple EFs.

The integrity of PM and EF is crucial for individuals to maintain independence and handle daily affairs. Although these functions are of great importance to all groups, research shows that children, the elderly, and those with mental disorders or brain injuries may have deficiencies in PM and EF, suggesting the importance of developing improvement methods.

We invite submissions of empirical research and comprehensive reviews that investigate effective interventions for PM and EF. These interventions may encompass established methods (e.g., strategy training, psychoeducation, cognitive function training) and novel techniques (e.g., neuromodulation, digital cognitive training). Key aspects are examining the efficacy of these interventions, elucidating their underlying neurocognitive mechanisms, or exploring the role of influencing factors (e.g., individual differences). As negative results may be valuable for developing targeted interventions in the future, we also welcome studies that provide strong evidence for the ineffectiveness of specific methods. The ultimate goal is to deepen theoretical understanding and promote practical applications in daily life, education, and clinical rehabilitation.

Dr. Tianxiao Yang
Dr. Ya Wang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • prospective memory
  • executive functions
  • working memory
  • inhibition
  • switching
  • cognitive flexibility
  • training
  • intervention

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Published Papers (2 papers)

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Research

24 pages, 1787 KB  
Article
Action-Based Encoding Improves Instruction Following in Children and Adolescents
by Zhaotong Yao, Xiaomin Su, Yuxi Zhao, Richard J. Allen, Amanda H. Waterman and Tianxiao Yang
Behav. Sci. 2026, 16(6), 1008; https://doi.org/10.3390/bs16061008 - 16 Jun 2026
Viewed by 568
Abstract
Encoding and recalling spoken instructions play a key role in successful learning in the classroom. Previous research in adults suggests that, relative to simple verbal rehearsal, three forms of action-based encoding (i.e., motor imagery, action observation, or self-enactment) facilitate instruction recall to a [...] Read more.
Encoding and recalling spoken instructions play a key role in successful learning in the classroom. Previous research in adults suggests that, relative to simple verbal rehearsal, three forms of action-based encoding (i.e., motor imagery, action observation, or self-enactment) facilitate instruction recall to a similar extent. This study aimed to examine whether motor imagery, action observation, and self-enactment could improve memory for instructions in children and adolescents, and to compare the effectiveness of these strategies. In Experiment 1, children aged 8 and 9 years listened to instructional sequences that varied in length (2, 3 and 4 actions) while using one of the encoding techniques (i.e., motor imagery, action observation, self-enactment, or verbal rehearsal), followed by oral repetition or enacted recall. In Experiment 2, adolescents between age 12 and 14 were tested using a similar design except that the instructions were all four-action sequences. In Experiment 1, for both verbal and enacted recall, children’s memory performance in each of the three action-based encoding conditions was superior to the rehearsal condition, although the benefit from motor imagery was relatively smaller. In Experiment 2, adolescents displayed similar patterns as children, except that motor imagery yielded a stronger and more reliable advantage in this age group. The current findings suggest that, for both children and adolescents, encoding spoken instructions by imagining, observing, or performing the actions yields comparable mnemonic advantages, and thus provides practical ways for supporting and enhancing working memory in classroom environments. Full article
(This article belongs to the Special Issue Executive Functions and Prospective Memory Enhancement: Interventions, Neurocognitive Mechanisms and Individual Differences)
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17 pages, 2314 KB  
Article
How Specificity in Episodic Future Thinking Affects Prospective Memory: Cognitive Mechanisms and Latent Subgroup Differences
by Chen Cai, Zihan Quan, Qingye Lin, Xin Fang and Qiyu Lin
Behav. Sci. 2026, 16(4), 546; https://doi.org/10.3390/bs16040546 - 6 Apr 2026
Viewed by 988
Abstract
Episodic future thinking (EFT) has been confirmed as a promising cognitive intervention for enhancing prospective memory (PM), yet emerging evidence suggests its effects may depend on the specificity of induction. The current study investigated this issue by dichotomizing EFT into two distinct methods: [...] Read more.
Episodic future thinking (EFT) has been confirmed as a promising cognitive intervention for enhancing prospective memory (PM), yet emerging evidence suggests its effects may depend on the specificity of induction. The current study investigated this issue by dichotomizing EFT into two distinct methods: specific (researcher-guided detailed mental simulations) versus non-specific (participants’ self-guided imagination), implemented through differentially structured future thinking instructions. We also analyzed the distinct cognitive strategies mainly employed under each EFT condition based on the Dynamic Multiprocess Framework. The latent profile analysis (LPA) was further conducted to characterize individual variability in responsiveness to EFT manipulations. Behavioral results revealed comparable PM accuracy improvements across both EFT methods relative to the control group; moreover, specific EFT uniquely accelerated response times for both PM and ongoing task execution. The LPA further identified three distinct EFT response patterns—self-competent, proactive, and reactive—each exhibiting unique state-dependent cognitive characteristics. These findings provide a refined understanding of the EFT-PM relationship: (1) specific EFT facilitates more automatic retrieval of PM intentions, whereas non-specific EFT predominantly engages strategic monitoring; (2) individual differences in baseline mental images influence the effectiveness of EFT methods, suggesting the potential benefits of personalized intervention approaches for PM enhancement. Full article
(This article belongs to the Special Issue Executive Functions and Prospective Memory Enhancement: Interventions, Neurocognitive Mechanisms and Individual Differences)
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