Howe Mark L
Department of Psychology, Fylde College, Lancaster University, Lancaster, United Kingdom.
Dev Psychol. 2006 Nov;42(6):1193-205. doi: 10.1037/0012-1649.42.6.1193.
Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.
当提供配对成员之间更多的异同点时，研究了5岁和7岁儿童对相关概念配对的习得和保持情况。采用标准的配对联想学习范式，儿童学习18对相关图片；部分儿童在学习时被给予或自己提出了配对成员之间更多的异同点。学习完成三周后，儿童尝试回忆这些配对。使用一个模型来确定这些效应的存储和提取位点，结果表明：(a) 所有儿童都从自己生成的详述中受益，无论这些详述是相同点还是不同点，且这些益处与存储有关；(b) 不同点详述提高了儿童的保持力，无论这些详述是儿童自己生成的还是实验者给予的，且这些效应主要基于提取。这些结果与以下理论一致：(a) 将提取视为独特性效应的位点；(b) 将存储视为自我生成的记忆改善的位点。
