Salmon Karen, Yao Joanna, Berntsen Oriana, Pipe Margaret-Ellen
School of Psychology, University of New South Wales, Sydney 2052, Australia.
J Exp Child Psychol. 2007 Jun;97(2):99-116. doi: 10.1016/j.jecp.2007.01.001. Epub 2007 Feb 27.
We investigated the conditions under which preparatory information presented 1 day before a novel event influenced 6-year-olds' recall 1 week later. Children were assigned to one of six experimental conditions. Three conditions involved preparatory information that described the event accurately but differed according to the presence and type of props (verbal, real props, and toy props). In two conditions, which also differed according to whether verbal information was supplemented with real props, half of the preparatory information described the event accurately, whereas the other half was thematically similar to, but inconsistent with, the event (misleading verbal and misleading props). Compared with the attentional control condition, all forms of preparation that described the event accurately increased correct recall. Preparation that included props improved photograph recognition. When half of the accurate information was replaced by misleading information, the positive benefit on recall was reduced, and when misleading props accompanied the misleading information, errors increased. The potential underlying mechanisms and implications for pediatric settings are discussed.
我们研究了在新事件发生前1天呈现的准备信息影响6岁儿童1周后回忆的条件。儿童被分配到六种实验条件之一。三种条件涉及准确描述事件的准备信息，但根据道具的存在和类型（口头、真实道具和玩具道具）有所不同。在另外两种条件下，也根据是否用真实道具补充口头信息而有所不同，一半的准备信息准确描述了事件，而另一半在主题上与事件相似，但与事件不一致（误导性口头信息和误导性道具）。与注意力控制条件相比，所有准确描述事件的准备形式都提高了正确回忆率。包含道具的准备提高了照片识别能力。当一半的准确信息被误导性信息取代时，对回忆的积极益处就会减少，而当误导性道具伴随着误导性信息时，错误就会增加。本文还讨论了潜在的潜在机制以及对儿科环境的影响。
