Beal C R
Child Dev. 1985 Jun;56(3):631-42.
Retrieval cues can be used to help one remember to perform tasks in the future and to relocate objects in the environment. However, in both tasks there are requirements for a retrieval cue to be effective as a mnemonic aid. For example, the cue must be associated with the target item, but it must not be ambiguous, and it must be appropriately placed. 2 studies assessed children's ability to evaluate the communicative quality of retrieval cues. In Study 1, 5-9-year-old children and adults evaluated the potential effectiveness of cues to remind themselves. In Study 2, 4-9-year-olds evaluated the potential effectiveness of cues for relocating hidden objects. Patterns of results were similar in both studies: young children first learned that the retrieval cue should be associated with the target and should be encountered for retrieval to occur. However, children often overlooked problems with the potential informativeness of the cues, such as ambiguity, and did not anticipate that such cues might be misinterpreted in the future. Children's difficulty in estimating their information needs may be related to their difficulty in monitoring their current comprehension state.
检索线索可用于帮助人们记住未来要执行的任务，并在环境中重新找到物品。然而，在这两项任务中，检索线索要作为一种记忆辅助工具发挥作用都有一些要求。例如，线索必须与目标项目相关联，但不能含糊不清，而且必须放置得当。两项研究评估了儿童评估检索线索交际质量的能力。在研究1中，5至9岁的儿童和成年人评估了提醒自己的线索的潜在有效性。在研究2中，4至9岁的儿童评估了重新找到隐藏物品的线索的潜在有效性。两项研究的结果模式相似：幼儿首先了解到检索线索应与目标相关联，并且为了进行检索应该遇到该线索。然而，儿童经常忽略线索潜在信息性方面的问题，比如含糊不清，并且没有预料到这样的线索在未来可能会被误解。儿童在估计自身信息需求方面的困难可能与他们在监测自己当前理解状态方面的困难有关。
