Kee D W, Davies L
Department of Psychology, California State University, Fullerton 92634.
J Exp Child Psychol. 1990 Apr;49(2):264-74. doi: 10.1016/0022-0965(90)90058-g.
The present study examined the effects of accessibility to relevant schematic knowledge for elaboration in the associative learning of noun pairs. Fifth-grade participants performed two simultaneous tasks--associative learning and finger tapping--so that the mental effort demands of elaborating pairs that varied in accessibility could be estimated. The mental effort expended during the creation of sentence elaborations was greater for inaccessible pairs than accessible pairs. This accessibility difference was not observed when subjects were provided with the pair members in sentences. These findings confirm information-processing analyses of the elaboration process and support a knowledge-base interpretation of developmental differences in elaboration effort.
本研究考察了在名词对联想学习中，可获取的相关图式知识对精细化加工的影响。五年级参与者同时执行两项任务——联想学习和手指敲击——以便能够估计对可及性不同的词对进行精细化加工时的心理努力需求。对于难以理解的词对比易于理解的词对，在创建句子精细化加工过程中消耗的心理努力更大。当在句子中向受试者提供词对成员时，未观察到这种可及性差异。这些发现证实了对精细化加工过程的信息处理分析，并支持了对精细化努力中发展差异的知识库解释。
