Herman J F, Kolker R G, Shaw M L
Child Dev. 1982 Feb;53(1):239-44.
Kindergartners (means = 57) and third graders (means = 8-7) encountered a large model town in 1 of 3 conditions of motor involvement with the environment: standing, riding, or walking. Half the children in each motor condition were instructed to remember the location of the buildings (international memory), while the remaining children were not given specific memory instructions (incidental memory). Only the kindergartners' accuracy increased as a function of the amount of motor activity. There was no difference between intentional and incidental memory conditions. It was concluded that: (1) Kindergartners depend on motor activity more than third graders to learn about the location of objects in an unfamiliar environment; and (2) the complexity of the spatial task was primarily responsible for equivalent performance in the intentional and incidental memory conditions.
幼儿园儿童（平均年龄 = 5岁）和三年级学生（平均年龄 = 8岁7个月）在与环境进行三种运动参与条件之一的情况下，遇到了一个大型模型城镇：站立、骑行或行走。每个运动条件下的一半儿童被指示记住建筑物的位置（有意记忆），而其余儿童没有得到具体的记忆指示（附带记忆）。只有幼儿园儿童的准确性随着运动量的增加而提高。有意记忆和附带记忆条件之间没有差异。得出的结论是：（1）在不熟悉的环境中学习物体位置时，幼儿园儿童比三年级学生更依赖运动活动；（2）空间任务的复杂性是有意记忆和附带记忆条件下表现相当的主要原因。
