Ratner Hilary Horn, Foley Mary Ann, Lesnick Cherie Spencer
Merrill Palmer Skillman Institute, Wayne State University, 71 E. Ferry Avenue, Detroit, MI, 48207, USA.
Skidmore College, 50 Sherwood Trail, Saratoga Springs, NY, 12866, USA.
Cogn Process. 2019 May;20(2):227-241. doi: 10.1007/s10339-018-00900-z. Epub 2019 Feb 9.
In two studies, kindergarteners participated in a series of staged events immediately preceded by pre-event interactions that were designed to identify factors relevant to improving recall. The events were based on preschool science-related activities and the experimental pre-event involved predicting actions to occur during a target event, manipulating types of cues available to support these predictive inferences. Action prediction did improve free recall, and effects may have influenced attentional processes evoked by actions generated and enacted. Although children effectively used outcome cues to predict actions, a one-to-one relation between pre-event action prediction patterns and recall did not occur. In combination with other findings, this result may suggest that increased attention during the target event may have supported the pre-event effect rather than integration of information between the pre-event and target event. Early childhood teachers engaging children in science activities should provide explicit cues to enhance usefulness of preparatory activities for recall.
在两项研究中，幼儿园儿童参与了一系列预先安排的活动，这些活动之前紧接着进行了事件前互动，其目的是确定与提高回忆相关的因素。这些活动基于学前科学相关活动，实验性的事件前互动包括预测目标事件中会发生的动作，操纵可用的线索类型以支持这些预测性推理。动作预测确实提高了自由回忆，并且这些效果可能影响了由产生和执行的动作所引发的注意力过程。尽管儿童有效地利用结果线索来预测动作，但事件前动作预测模式与回忆之间并未出现一一对应的关系。结合其他研究结果，这一结果可能表明，目标事件期间注意力的增加可能支持了事件前效应，而非事件前与目标事件之间信息的整合。让幼儿参与科学活动的幼儿教师应提供明确的线索，以提高准备活动对回忆的有用性。
