Pezdek K
Child Dev. 1980 Sep;51(3):720-9.
This study examined life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. 45 third graders, 45 sixth graders, 45 high school students, and 30 adults over 60 were presented a sequence of 24 pictures and sentences, followed by 24 intervening items. Each intervening item corresponded to, but was in the opposite modality from, one of the original items and was either semantically relevant or irrelevant to the corresponding original. In a "same-different" recognition test, data suggested that the sixth-grade and high school subjects semantically integrated original items with relevant intervening items that were in the opposite modality and made subsequent recognition responses on the basis of the integrated memory. Third graders and older adults, however, showed no evidence of spontaneous, cross-modality semantic integration. Further, increasing the temporal delay between presenting the to-be-integrated items, from 5 min to 1 day, decreased overall response sensitivity but did not alter the patterns of integration results. The findings are discussed in terms of age differences in the spontaneous use of strategies for effective memory processing, with the extreme age groups processing more formal characteristics of the stimuli in memory, and the middle 2 groups processing deeper, more semantic information.
本研究考察了在图片和句子中呈现的语义相关材料的自发整合方面的毕生发展差异。研究向45名三年级学生、45名六年级学生、45名高中生和30名60岁以上的成年人展示了由24张图片和句子组成的序列，随后是24个干扰项。每个干扰项与一个原始项目相对应，但形式相反，并且与相应的原始项目在语义上相关或不相关。在一项“相同-不同”识别测试中，数据表明六年级和高中受试者将原始项目与形式相反的相关干扰项进行了语义整合，并基于整合后的记忆做出了后续的识别反应。然而，三年级学生和老年人没有表现出自发的跨形式语义整合的证据。此外，将待整合项目呈现之间的时间延迟从5分钟增加到1天，降低了总体反应敏感性，但没有改变整合结果的模式。研究结果从有效记忆处理策略的自发使用方面的年龄差异进行了讨论，极端年龄组在记忆中处理刺激的更形式化特征，而中间两组处理更深层次、更语义化的信息。
