Department of Psychology, Emory University, Atlanta, GA 30322, USA.
J Exp Child Psychol. 2013 Jun;115(2):326-41. doi: 10.1016/j.jecp.2013.01.008. Epub 2013 Apr 2.
The current research was an investigation of the effect of delay on self-generation and retention of knowledge derived through integration by 6-year-old children. Children were presented with novel facts from passages read aloud to them (i.e., "stem" facts) and tested for self-generation of new knowledge through integration of the facts. In Experiment 1, children integrated the stem facts at Session 1 and retained the self-generated memory traces over 1 week. In Experiment 2, 1-week delays were imposed either between the to-be-integrated facts (between-stem delay) or after the stem facts but before the test (before-test delay). Integration performance was diminished in both conditions. Moreover, memory for individual stem facts was lower in Experiment 2 than in Experiment 1, suggesting that self-generation through integration promoted memory for explicitly taught information. The results indicate the importance of tests for promoting self-generation through integration as well as for retaining newly self-generated and explicitly taught information.
当前的研究调查了延迟对 6 岁儿童通过整合自我生成和保留知识的影响。儿童通过听读的文章获取新的事实（即“主干”事实），并通过整合事实来测试自我生成新知识的能力。在实验 1 中，儿童在第 1 次会议上整合了主干事实，并在 1 周后保留了自我生成的记忆痕迹。在实验 2 中，1 周的延迟要么在要整合的事实之间（主干延迟），要么在主干事实之后但在测试之前（测试前延迟）。在两种情况下，整合表现都有所下降。此外，实验 2 中单个主干事实的记忆比实验 1 中要低，这表明通过整合进行自我生成促进了对明确教授信息的记忆。结果表明，通过整合促进自我生成的测试以及保留新的自我生成和明确教授的信息非常重要。
