Mecklenbräuker Silvia, Hupbach Almut, Wippich Werner
Department of Psychology, University of Trier, Trier, Germany.
Mem Cognit. 2003 Dec;31(8):1208-17. doi: 10.3758/bf03195804.
The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested.
本研究调查了从幼儿园到小学高年级儿童在类别范例生成启动方面的发展进步。在这个年龄范围内，非典型范例的类别联系强度增加，而典型范例的类别知识保持相对稳定。因此，与年龄较大的儿童相比，年龄较小的儿童应该表现出较少的类别关系编码，从而对非典型项目的启动较少，但对典型项目的启动则不然。这一预期在实验1中得到了证实。在实验2中，学习时的图片与单词形式区分了内隐和外显表现，表明实验1中与年龄相关的非典型范例启动增加不是外显污染的产物。研究结果表明，当与给定任务相关的概念知识在测试的年龄范围内得到改善时，可以观察到概念启动的发展进步。
