Lovett S B, Flavell J H
Department of Psychology, Bowdoin College, Brunswick, ME 04011.
Child Dev. 1990 Dec;61(6):1842-58.
Developmental changes in knowledge about the differences between the mental processes of comprehension and memory were investigated in 3 studies using first graders, third graders, and undergraduates as subjects. 2 types of knowledge were assessed: (a) knowledge about the types of strategies appropriate to achieving the goals of comprehension, memorization, or a combination of the 2; (b) knowledge about how different task variables differentially affect comprehension and memorization tasks. With respect to the former, only the 2 older groups showed some understanding of the differential effectiveness of rehearsal and word familiarity for memory versus comprehension and thus showed some understanding of the comprehension-memory distinction with respect to strategy knowledge. As for the latter, only undergraduates correctly differentiated between the 2 mental processes with respect to the task variables of list length, item familiarity, and the categorical organization of the items.
在三项研究中，以一年级学生、三年级学生和大学生为研究对象，调查了他们对理解和记忆这两种心理过程差异的认识的发展变化。评估了两种类型的知识：（a）关于适合实现理解、记忆目标或两者结合目标的策略类型的知识；（b）关于不同任务变量如何不同地影响理解和记忆任务的知识。关于前者，只有两个年龄较大的组对复述和单词熟悉度对记忆与理解的不同有效性有一定理解，因此在策略知识方面对理解 - 记忆的区别有一定理解。至于后者，只有大学生在列表长度、项目熟悉度和项目分类组织等任务变量方面正确区分了这两种心理过程。
