Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
J Exp Child Psychol. 2021 Mar;203:105054. doi: 10.1016/j.jecp.2020.105054. Epub 2020 Dec 7.
Recitation is an effective way for children to become familiar with basic blocks of knowledge. It is not clear, however, whether repeated structured exposure to complex texts via listening or active reciting benefits the ability of kindergarteners to retain verbal material in long-term memory verbatim and as content. Here, we tested the effectiveness of teaching longer texts to kindergarteners by repeated exposure in terms of long-term retention (6 months). A set of 28 rhyming sentences (224 words) were introduced, 3 in each session, and the increasingly longer text was practiced by either voiced recitation or listening. The rhymes were in a literary language, and word meaning in each new rhyme was elaborated when first introduced. Both groups (recitation and listening) showed good long-term retention, but the recitation group outperformed the listening group when assessed at 24 h, 1 month, and 6 months postintervention in terms of the recall rate, error rate, number of prompts required, and sequence fidelity. In the later assessments, the reciting group was the more fluent group in producing the rhymes. Moreover, at 6 months postintervention, the gist (content) of the rhymes and the meaning of vocabulary items from the texts were robustly retained, with an advantage for the recitation group. Thus, practice in affording multiple repetitions, specifically active recitation, resulted in fluent, effortless, and accurate recall of statements and their content. We propose that these results support the notion that repetition-based practice may promote the mastery of complex verbal material by enabling better engagement of procedural memory, that is, by promoting "proceduralization" processes.
诵读是儿童熟悉基础知识的有效方法。然而，目前尚不清楚通过听或主动诵读重复接触复杂文本是否会提高幼儿园儿童将口头材料逐字逐句地长期保留在长期记忆中的能力和作为内容保留的能力。在这里，我们通过重复暴露来测试通过重复暴露向幼儿园儿童教授更长文本的有效性，以考察长期保留（6 个月）。引入了一组 28 个押韵句子（224 个单词），每次会话 3 个，通过语音诵读或听来练习逐渐变长的文本。押韵使用的是文学语言，每个新押韵中的单词含义在首次介绍时会详细说明。两组（诵读组和听诵组）都表现出良好的长期保留，但在干预后 24 小时、1 个月和 6 个月进行评估时，诵读组在回忆率、错误率、所需提示次数和序列保真度方面均优于听诵组。在后续评估中，诵读组在生成押韵时更加流畅。此外，在干预后 6 个月，押韵的主旨（内容）和文本中词汇项目的含义都得到了很好的保留，诵读组具有优势。因此，提供多次重复练习，特别是主动诵读的练习，导致了对语句及其内容的流畅、毫不费力且准确的回忆。我们提出，这些结果支持了这样一种观点，即基于重复的练习可以通过更好地参与程序记忆来促进对复杂口头材料的掌握，也就是说，通过促进“程序化”过程来实现。
