Department of Psychology, University of Utah, Salt Lake City, UT 84112, USA.
Dev Psychol. 2010 Nov;46(6):1481-96. doi: 10.1037/a0020725.
The ability of American Indian children (N = 99; 7-12 years of age) to reframe a memory of a friend's seemingly mean-spirited actions (Story 1) after hearing the friend's perspective detailing her/his good intentions (Story 2) was explored. Children in a control group heard an unrelated Story 2 and did not alter their retelling of Story 1. Good verbal skills facilitated the integration of the friend's perspective in memory for the children who heard the friend's explanation. Higher scores on the working memory and inhibition tasks were associated with higher verbal ability scores. Older children had better working memory and inhibitory skills than younger children. Cultural engagement predicted better social competence ratings but not higher memory reframing scores as predicted.
探讨了美国印第安儿童（N=99；7-12 岁）在听到朋友详细说明其善意意图的观点（故事 2）后，重新构建对朋友看似恶意行为的记忆（故事 1）的能力。对照组的孩子听了一个不相关的故事 2，并没有改变他们对故事 1 的复述。良好的语言技能促进了朋友的观点在记忆中的融合，对于听到朋友解释的孩子来说是如此。在工作记忆和抑制任务上得分较高的孩子，其语言能力得分也较高。年龄较大的孩子比年龄较小的孩子具有更好的工作记忆和抑制技能。如预测的那样，文化参与度预测了更好的社会能力评分，但并没有更高的记忆重构评分。
