目的 本研究旨在考察DRM范式下,不同方式呈现词表对儿童错误记忆和正确记忆发展的影响。方法 设置整体呈现和逐个呈现两种不同的呈现方式,划分三组年龄儿童:8、10、12岁,共90名儿童参与实验。结果 儿童错误记忆和正确记忆均随着年龄的增长而增长。呈现方式对各年龄组儿童错误记忆和正确记忆均有影响;整体呈现方式提高了儿童的错误记忆,同时也引发了较高的正确记忆;整体呈现方式对不同年龄的儿童影响不同,对8岁儿童影响显著,对10岁、12岁儿童错误记忆不产生显著影响。 结论 整体呈现方式显著增加了儿童的正确和错误记忆。
Abstract
Objective To research the impact on children's false and true memory of the presentation way of learning materials. Method The study set integral and individual presentation as two different conditions,90 children aged 8~,10~,and 12-year-old,took part in the experiment,in which the DRM paradigm was used. Results Both true and false memory increased with age.The presentation way of learning materials influenced both true and false memory,especially when the lists were presented simultaneously;it evoked the increase in both true memory and false memory.The integral presentation had a negative effect on children's false memory,with a significant effect on 8-year-old,and with no significant difference between the false alarm rates of critical lures of 10 years old and 12 years old children. Conclusion The integral presentation way of learning materials could increase children's false and true memory significantly.
关键词
儿童错误记忆 /
DRM范式 /
呈现方式
Key words
children's false memory /
deese-roediger-mcDermott paradigm /
integral presentation
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基金
教育部人文社科基金(10YJCXLX015)
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