Hainselin Mathieu, Picard Laurence, Manolli Patrick, Vankerkore-Candas Sophie, Bourdin Béatrice
CRP-CPO, EA 7273, Université de Picardie Jules Verne Amiens, France.
Laboratoire de Psychologie, EA 3188, Université Bourgogne Franche-Comté Besançon, France.
Front Psychol. 2017 Mar 9;8:325. doi: 10.3389/fpsyg.2017.00325. eCollection 2017.
There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6-10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the "glue" theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood.
尽管动作效应（EE）很显著，但关于它如何增强记忆尚无定论。研究人员目前正在探究这种效应背后的认知过程，主要是在成年期进行研究；EE与成年期确定的关键功能（如情景记忆和联结过程）之间的联系仍然难以捉摸。因此，本研究旨在验证6至10岁儿童中EE的存在，并评估可能与这种效应相关的认知功能，以便阐明儿童期EE背后的机制。本研究纳入了35名儿童（15名二年级学生和20名五年级学生）。他们根据改编自海恩塞林等人（2014年）的方案对24个动作短语进行编码。编码在四种条件下进行：言语任务、听力任务、实验者执行任务和受试者执行任务。对自由回忆、线索回忆以及源记忆能力进行了记忆表现评估。进行方差分析以探讨根据编码条件年龄对不同分数的影响。计算了EE分数（受试者执行任务/听力任务）与联结记忆分数（短期联结和情景记忆）之间的相关性。两组都从EE中受益。然而，在两组中，受试者执行任务和实验者执行任务之间的表现没有显著差异。二年级学生的EE与情景记忆分数之间存在正相关，五年级学生的EE与联结分数之间存在中度负相关。我们的结果证实了6岁和10岁儿童中存在EE，但不支持多模态理论（恩格尔坎普，2001年）或“胶水”理论（科尔米-努里和尼尔森，2001年）。这反而表明情景记忆可能不是幼儿期EE的基础。
