Farrar M J, Boyer-Pennington M E
Department of Psychology, University of Florida, Gainesville 32611, USA.
J Exp Child Psychol. 1999 Aug;73(4):266-88. doi: 10.1006/jecp.1999.2507.
Children's memory for a specific episode of a repeated event was investigated in 2 experiments. In Experiment 1, eighty 4- and 7-year-olds experienced a standard novel event 1, 2, or 4 times, followed by an episodic event for those children who had multiple standard event experiences. The episodic event involved the addition of both schema-typical and schema-atypical activities to the standard event. Following a 1-week delay, children were asked to recall both event types. Four-year-olds were more confused than older children regarding when the new activities had been experienced, although experience improved memory for the schema-atypical activities. In contrast, 7-year-olds were able to establish more accurate memories for both the schema-typical and the schema-atypical changes. Experiment 2 demonstrated that 4-year-olds could, however, establish distinct memories for both types of changes when the standard event was simplified. The results are discussed in terms of the development of the relation between script memory and memory for a specific instance of an event.
通过两个实验对儿童对重复事件特定情节的记忆进行了研究。在实验1中，80名4岁和7岁的儿童分别经历了1次、2次或4次标准的新奇事件，对于有多次标准事件经历的儿童，随后经历了一个情节事件。情节事件包括在标准事件中添加符合图式典型和不符合图式典型的活动。经过1周的延迟后，要求儿童回忆这两种事件类型。尽管经历次数增加提高了对不符合图式典型活动的记忆，但4岁儿童比年龄较大的儿童在回忆新活动何时出现时更困惑。相比之下，7岁儿童能够为符合图式典型和不符合图式典型的变化建立更准确的记忆。实验2表明，当标准事件简化时，4岁儿童能够为这两种变化类型建立清晰的记忆。根据脚本记忆与事件特定实例记忆之间关系的发展对结果进行了讨论。
