Memory processes in delayed spatial discriminations: response intentions or response mediation?

The authors read 12 small studies where children and teens learned to ask themselves questions or picture things in their mind.

Kids used these tricks to solve math problems, read better, or handle social spots.

The paper is a story-style review, not a number-crunch, so it tells what each study tried and leaves the final score open.

Self-questioning and visual imagining helped most kids move through tasks with fewer errors.

Yet the writers warn we still don’t know why the tricks work or if the skill lasts once adults stop reminding.

Josseron et al. (2025) looked at 58 newer studies and found the same cognitive tricks transfer to brand-new tasks in kids with motor delays. That fills the gap Shearn et al. (1997) pointed out.

Park et al. (2020) checked 22 math studies and showed that adding simple prompts keeps the skill alive months later—another missing piece the old review wanted.

Van Herwegen et al. (2018) ran a tight trial with preschoolers and got lasting math gains after only five weeks of symbolic training, proving the idea can be tested fast and work.

If you teach older kids who stall on word problems or social rules, try teaching them to stop and ask, “What do I need?” while they draw a quick mental picture. Add brief prompt cards at follow-up to keep the skill strong. The plan is low cost, fits inside any lesson, and three later study waves say it still holds up.