Blankenship Tashauna L, Kibbe Melissa M
Boston University.
Cogn Dev. 2019 Oct-Dec;52. doi: 10.1016/j.cogdev.2019.100820. Epub 2019 Oct 9.
Stored memories may be drawn upon when accomplishing goals. In two experiments, we investigated limits on the ability to use episodic memories to support planning in 3- and 4-year-old children. We designed a new memory-guided planning task that required children to both retrieve memories and apply those memories to accomplish multiple, nested goals. We manipulated the difficulty of the task by varying the number of steps required to achieve the goals, and examined the impact of this manipulation on both memory retrieval and planning. We found that, overall, 4-year-olds outperformed 3-year-olds, but as task difficulty increased, all children made more errors. Analysis of these errors suggested that retrieval and planning processes might impose separate limits on memory-guided planning in early childhood, but that these limits may ease across early childhood.
在完成目标时，可能会调用存储的记忆。在两项实验中，我们研究了3岁和4岁儿童利用情景记忆支持计划能力的局限性。我们设计了一项新的记忆引导计划任务，要求儿童既要检索记忆，又要运用这些记忆来完成多个嵌套目标。我们通过改变实现目标所需的步骤数量来操纵任务的难度，并研究这种操纵对记忆检索和计划的影响。我们发现，总体而言，4岁儿童的表现优于3岁儿童，但随着任务难度的增加，所有儿童都出现了更多错误。对这些错误的分析表明，检索和计划过程可能在幼儿期对记忆引导计划施加了不同的限制，但这些限制可能会在幼儿期逐渐减轻。
