Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany.
Dev Cogn Neurosci. 2012 Feb 15;2 Suppl 1(Suppl 1):S67-77. doi: 10.1016/j.dcn.2011.11.005. Epub 2011 Nov 29.
We recently introduced a two-component model of the mechanisms underlying age differences in memory functioning across the lifespan. According to this model, memory performance is based on associative and strategic components. The associative component is relatively mature by middle childhood, whereas the strategic component shows a maturational lag and continues to develop until young adulthood. Focusing on work from our own lab, we review studies from the domains of episodic and working memory informed by this model, and discuss their potential implications for educational settings. The episodic memory studies uncover the latent potential of the associative component in childhood by documenting children's ability to greatly improve their memory performance following mnemonic instruction and training. The studies on working memory also point to an immature strategic component in children whose operation is enhanced under supportive conditions. Educational settings may aim at fostering the interplay between associative and strategic components. We explore possible routes towards this goal by linking our findings to recent trends in research on instructional design.
我们最近提出了一个关于贯穿整个生命周期的记忆功能的年龄差异的机制的双成分模型。根据这个模型，记忆表现基于联想和策略成分。联想成分在儿童中期已经相对成熟，而策略成分则表现出成熟的滞后，并且一直持续到青年期才发展。本文聚焦于我们自己实验室的工作，我们回顾了该模型所启示的关于情节和工作记忆的研究，并讨论了它们对教育环境的潜在影响。情节记忆研究通过记录儿童在记忆术指导和训练后能够极大地提高记忆表现，揭示了联想成分在儿童时期的潜在潜力。关于工作记忆的研究也指向了儿童的不成熟策略成分，在支持性条件下，儿童的工作记忆会得到增强。教育环境可能旨在促进联想成分和策略成分之间的相互作用。我们通过将我们的发现与教学设计研究的最新趋势联系起来，探索了实现这一目标的可能途径。
