Seton Hall University, South Orange, NJ 07079, USA.
Child Dev. 2009 Sep-Oct;80(5):1321-8. doi: 10.1111/j.1467-8624.2009.01353.x.
Previous research has suggested that performance for items requiring memory-binding processes improves between ages 4 and 6 (J. Sluzenski, N. Newcombe, & S. L. Kovacs, 2006). The present study suggests that much of this improvement is due to retrieval, as opposed to encoding, deficits for 4-year-olds. Four- and 6-year-old children (N = 48 per age) were given objects, backgrounds, and object + background combinations to remember. Younger children performed equivalently to 6-year-olds during a working memory task for all types of memory questions but were impaired during a long-term memory task for the object + background combinations. Furthermore, this deficit was completely due to differences in false alarm rates, suggesting that separate analyses of hits and false alarms may be preferable to corrected recognition scores when studying memory development.
先前的研究表明，需要记忆绑定过程的项目的表现能力在 4 到 6 岁之间有所提高（J. Sluzenski、N. Newcombe 和 S. L. Kovacs，2006）。本研究表明，这种提高很大程度上归因于 4 岁儿童在检索方面的缺陷，而不是在编码方面。4 岁和 6 岁的儿童（每个年龄组有 48 名儿童）被给予物品、背景和物品+背景组合来记忆。在所有类型的记忆问题的工作记忆任务中，年幼的儿童与 6 岁儿童的表现相当，但在记忆物品+背景组合的长期记忆任务中表现较差。此外，这种缺陷完全是由于错误警报率的差异造成的，这表明在研究记忆发展时，对击中率和错误警报率进行单独分析可能比校正后的识别分数更可取。
