To illustrate, Marsh et al. [7] explain that "this task was merely a distractor task placed between the prospective memory instruction and the onset of the rating [ongoing] task so that the prospective task did not become vigilance task".
By this definition, a questionnaire that a participant is required to complete is considered a focal cue if prospective memory instructions require the participant to perform some action when they are presented with the questionnaire.
Tasks that included a time delay or intervening task between prospective memory instructions and commencement of an ongoing task were classified as measuring prospective memory proper whereas tasks that included no delay between instructions and the ongoing task were classified as measuring vigilance/monitoring.
When several minutes, hours, or days intervene between the prospective memory instructions and appearance of a prospective memory cue, task performance is likely to reflect prospective memory proper but this single binary outcome trial is inefficient and much less reliable than continuous indices used to measure retrospective memory [1], [12], [16].
Moreover, a close inspection of Einstein et al.'s method section reveals that these two experiments did not include a delay between the prospective memory instructions and the start of the ongoing task, a condition considered necessary for the task to allow assessment of prospective memory rather than vigilance [1], [7], [21], [22].
Tasks that included a time delay or intervening task between prospective memory instructions and commencement of an ongoing task (I-T delay) were classified as measuring prospective memory proper whereas tasks that included no I-T delay were classified as measuring vigilance.
By this definition, a questionnaire a participant is required to fill in is considered a focal cue if prospective memory instructions require the participant to perform some planned action when they are presented with the questionnaire and required to fill it in.
Three education classes of mostly prospective teachers provided instruction on issues related to Lesbian- and Gay-identified (LG) youth in schools, including readings, a video, a guest speaker, discussion, and writings.
The oratory for which the painting was intended was where prospective knights received instruction in the rules and expectations of the order.
These low improvements might be explained by the role of prior experiences and prior concepts about teaching with which prospective teachers enter their pedagogy instruction.
