Psychological Development and Education ›› 2026, Vol. 42 ›› Issue (5): 640-640.doi: 10.16187/j.cnki.issn1001-4918.2026.05.04

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The Impact of Value Instruction Timing on Value-directed Remembering: A Developmental Study across Ages 8~22

LI Qiong1,2, TANG Weihai3, WANG Ying1,4, ZHANG Yahui1, CHU Yue1, LIU Xiping3   

  1. 1. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
    2. Jiangxi Environmental Engineering Vocational College, Ganzhou 341000;
    3. University of Sanya, Sanya 572022;
    4. Qiqihar Medical University, Qiqihar 101006
  • Published:2026-09-12

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Abstract: The timing of value instruction refers to the presentation of value-related information to participants at different stages of memory processing. The study, conducted with a sample of 1401 participants aged 8~22, examined the effects of four different value instruction timings (pre-encoding, pre- and post-encoding, post-encoding, and no instruction) on value-directed remembering and its developmental characteristics. The results showed that: (1) Under the pre-encoding and pre- and post-encoding conditions, children (8~12 years), adolescents (13~17 years), and adults (18~22 years) all exhibited significant value selectivity, primarily manifested in the prioritization of high-value words. In the pre-encoding condition, adults showed significantly higher selectivity levels than children and adolescents, whereas no significant age differences were found under the pre- and post-encoding condition, which did not produce a stronger value selectivity than pre-encoding instruction alone; (2) Under the post-encoding condition, Significant value selectivity emerged only among adolescents and adults, but was Characterized by preferential recall of low-value items; (3) Under the no instruction condition, no overall significant value selectivity were observed. However, in terms of recall sequence, children still tended to prioritize high-value items, while adults shifted towards prioritizing low-value items, with adolescents in a transitional state between the two.These results suggest that value instruction timing is a critical factor influencing value-directed remembering, with the integration of value information during the encoding phase being particularly essential for preferential memory of high-value items. As individuals age, their ability to integrate value information during encoding matures, and the selectivity advantage in value-directed remembering becomes more stable, reflecting a dynamic process of optimization driven by cognitive development and accumulated experience.

Key words: value instruction timing, value-directed remembering, metacognition, children and adolescents

CLC Number: 

  • B844
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