Abravanel E
George Washington University.
J Exp Child Psychol. 1991 Apr;51(2):235-44. doi: 10.1016/0022-0965(91)90034-p.
Long-term memory for object-related information acquired observationally was studied among younger and older toddlers under two conditions of acquisition and retention: direct imitation followed by reproduction after a 10 min delay (delayed imitation), and deferred imitation. A principal aim was to determine whether direct imitation fosters a form of enactive representation that improves long-term memory, or whether such memory is influenced more by visual encoding factors. Tasks consisted of five simple action combinations or separations. Results indicated that post-test scores were higher under all three post-test conditions than under pretest. Likewise, post-test performance was higher than that of a comparison group that did not observe the target actions. The results overall indicate that direct imitation did not operate substantially to improve memory for the modelled acts. Children were able to encode and retain about as much from their visual pickup of the modeled acts as from feedback obtained through the process of imitation. This finding was especially true for the older children.
在两种习得和保留条件下，对通过观察获得的与物体相关信息的长期记忆进行了研究，研究对象为幼儿和大龄幼儿。这两种条件分别是：直接模仿，随后在延迟10分钟后进行再现（延迟模仿），以及延迟模仿。一个主要目的是确定直接模仿是否会促进一种能改善长期记忆的动作表征形式，或者这种记忆是否更多地受到视觉编码因素的影响。任务包括五个简单的动作组合或分解。结果表明，在所有三种测试后条件下的测试后分数均高于测试前。同样，测试后表现高于未观察目标动作的对照组。总体结果表明，直接模仿在很大程度上并未起到改善对示范动作的记忆的作用。儿童从对示范动作的视觉观察中编码和保留的内容，与通过模仿过程获得的反馈所编码和保留的内容大致相同。这一发现对大龄儿童尤为如此。
