Elischberger Holger B
Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA.
J Exp Child Psychol. 2005 Nov;92(3):247-75. doi: 10.1016/j.jecp.2005.05.002. Epub 2005 Jul 22.
In this study, 5- and 6-year-olds were read a story and asked to recall its details. Two independent factors-prestory knowledge and poststory suggestions-were crossed to examine the effects on children's story recall. The results indicated that prestory social knowledge about the story protagonist as well as academic knowledge relating to the content of the story influenced the accuracy of children's recall immediately after the story presentation. Following the suggestive interview, children reported interviewer-provided social and academic misinformation to a greater extent when the misinformation was consistent with their prior knowledge. In contrast, children were more likely to refute misinformation that contradicted their academic knowledge. These findings are discussed in terms of the mechanisms underlying the knowledge-memory and knowledge-suggestibility linkages.
在本研究中，给5岁和6岁的儿童读了一个故事，并要求他们回忆故事细节。将两个独立因素——故事前知识和故事后暗示——交叉起来，以检验对儿童故事回忆的影响。结果表明，关于故事主人公的故事前社会知识以及与故事内容相关的学术知识，在故事呈现后立即影响了儿童回忆的准确性。在进行暗示性访谈后，当错误信息与他们的先验知识一致时，儿童更倾向于报告访谈者提供的社会和学术错误信息。相比之下，儿童更有可能反驳与他们的学术知识相矛盾的错误信息。将根据知识-记忆和知识-暗示性联系背后的机制来讨论这些发现。
