Department of Psychology, University of Utah, 380 South 1530 East BEHS 502, Salt Lake City, UT 84112, USA.
Dev Psychol. 2013 Mar;49(3):568-78. doi: 10.1037/a0031308. Epub 2013 Jan 14.
This study examined incidental recall of a folktale told to 91 Tohono O'odham American Indian children (average age 9 years) who either were directly addressed or had the opportunity to overhear the telling of the folktale. Learning from surrounding incidental events contrasts with learning through direct instruction common in Western schooling, which was familiar to all the children and their families. We hypothesized that Tohono O'odham children who have greater cultural engagement in traditional Tohono O'odham practices (Tohono O'odham language, activities, and storytelling) would have greater incidental recall of the story, especially in the overhearing condition, due to the emphasis on learning through listening to others in this community. Cultural engagement significantly predicted incidental story recall for both overhearing children and those who were directly told the story. Further, cultural engagement explained additional variance in the number of story events recalled in the overhearing group.
本研究考察了 91 名托霍诺奥哈姆印第安儿童（平均年龄 9 岁）对民间故事的偶然回忆，这些儿童要么直接被讲述故事，要么有机会听到故事的讲述。从周围偶然事件中学习与西方学校教育中常见的直接教学形成对比，所有儿童及其家庭都熟悉直接教学。我们假设，在传统托霍诺奥哈姆实践（托霍诺奥哈姆语、活动和讲故事）中具有更多文化参与的托霍诺奥哈姆儿童，无论是在直接听故事的情况下还是在无意中听到故事的情况下，都会有更多的偶然回忆，因为在这个社区中，强调通过倾听他人来学习。文化参与显著预测了无论是在无意中听到故事的儿童还是直接听故事的儿童的偶然故事回忆。此外，文化参与解释了在无意中听到故事的群体中回忆的故事事件数量的额外差异。
