Ceci S J, Bronfenbrenner U
Child Dev. 1985 Feb;56(1):152-64.
Strategies employed by children in tasks requiring prospective memory (i.e., remembering to do something in the future) were investigated to illuminate the nature of the processes involved, and their developmental and contextual determinants. Efficient strategy use was expected to increase with age but to decrease in an unfamiliar setting or on a task associated with higher sex-role expectations. Children were instructed to perform future activities after waiting 30 min. Children's clock-checking during the waiting period was assessed in their own homes or a university psychophysics laboratory. As predicted, strategic time-monitoring occurred less frequently in the laboratory than in the home. The anticipated differences associated with higher sex-role expectations and age were most salient for older boys in the laboratory setting. The findings indicate that, when observed in a familiar setting, children can be shown to employ sophisticated cognitive strategies. Emphasis is placed on the scientific power of the laboratory as a contrasting context for illuminating developmental processes.
研究了儿童在需要前瞻记忆（即记住将来要做某事）的任务中所采用的策略，以阐明所涉及过程的性质及其发展和情境决定因素。预计有效策略的使用会随着年龄增长而增加，但在不熟悉的环境中或与较高性别角色期望相关的任务上会减少。孩子们被要求在等待30分钟后进行未来的活动。在孩子们自己家中或大学心理物理学实验室评估他们在等待期间查看时钟的情况。正如预测的那样，在实验室中进行策略性时间监控的频率低于在家中。在实验室环境中，与较高性别角色期望和年龄相关的预期差异在年龄较大的男孩中最为明显。研究结果表明，在熟悉的环境中观察时，可以发现儿童会采用复杂的认知策略。重点强调了实验室作为阐明发展过程的对比背景所具有的科学力量。
