Gathercole Susan E, Briscoe Josie, Thorn Annabel, Tiffany Claire
Department of Psychology, University of York, Heslington, York YO10 5DD, UK.
Q J Exp Psychol (Hove). 2008 Mar;61(3):474-90. doi: 10.1080/17470210701273443.
Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a group of 16 children with poor phonological short-term memory skills and a comparison group of children of the same age with matched nonverbal reasoning abilities but memory scores in the average range. The low-phonological-memory group were impaired on longer term memory and learning tasks that taxed memory for arbitrary verbal material such as names and nonwords. However, the two groups performed at comparable levels on tasks requiring the retention of visuo-spatial information and of meaningful material and at carrying out prospective memory tasks in which the children were asked to carry out actions at a future point in time. The results are consistent with the view that poor short-term memory function impairs the longer-term retention and ease of learning of novel verbal material.
本研究调查了8岁儿童语音短期记忆与长期记忆及学习之间可能存在的联系。对一组16名语音短期记忆技能较差的儿童，与另一组年龄相同、非语言推理能力匹配但记忆分数处于平均水平的儿童，在一系列长期记忆和学习测试中的表现进行了比较。语音记忆能力低的组在长期记忆和学习任务中表现受损，这些任务需要记忆诸如名字和无意义单词等任意语言材料。然而，在需要保留视觉空间信息和有意义材料的任务上，以及在要求儿童在未来某个时间点执行动作的前瞻性记忆任务中，两组的表现相当。研究结果与以下观点一致，即短期记忆功能不佳会损害新语言材料的长期保留和学习的难易程度。
