Dahl Jonna J, Kingo Osman S, Krøjgaard Peter
Pedagogical Psychological Counseling, Municipality of Hedensted.
Center on Autobiographical Memory Research, Department of Psychology and Behavioral Sciences, Aarhus University.
Dev Psychol. 2015 Dec;51(12):1704-16. doi: 10.1037/dev0000050. Epub 2015 Oct 5.
In a seminal study Simcock and Hayne (2002) showed that 3-year-olds were unable to use newly acquired words to describe a "magic" event experienced 6 or 12 months earlier. In the reference study the children's verbal recall was tested without props being present. Inspired by recent evidence, the original design was replicated, testing 33-and 39-month-olds (n = 180), but with props present at recall while controlling for potential online reasoning. The results revealed that the children did use newly acquired words to describe their preverbal memory. Thus, the present study shows that nonverbal memories can be verbalized if the recall setting provides a high level of contextual support, a finding relevant to researchers investigating the offset of childhood amnesia.
在一项具有开创性的研究中，西姆科克和海恩（2002年）表明，3岁的儿童无法用新学到的词汇来描述6个月或12个月前经历的“神奇”事件。在参考研究中，对儿童的言语回忆进行了测试，当时没有道具在场。受近期证据的启发，重复了原设计，对33个月和39个月大的儿童（n = 180）进行测试，但在回忆时有道具在场，同时控制潜在的在线推理。结果显示，儿童确实使用新学到的词汇来描述他们的非言语记忆。因此，本研究表明，如果回忆情境提供了高水平的情境支持，非言语记忆可以被言语化，这一发现与研究儿童期遗忘症消退的研究人员相关。
