Bauer P J, Wewerka S S
Institute of Child Development, University of Minnesota, Minneapolis 55455-0345, USA.
J Exp Child Psychol. 1995 Jun;59(3):475-96. doi: 10.1006/jecp.1995.1022.
The literature on stylistic differences in mother-child conversations about ongoing and past events can be interpreted to suggest that the opportunity to verbally elaborate on an event facilitates preschoolers' memory. In this research we examined whether similar effects would obtain in children who are just acquiring language and, thus, the opportunity for verbal encoding. Using elicited imitation, 12 groups, formed by a between-subjects crossing of 3 levels of age (13, 16, and 20 months) with 4 levels of delay (1-3, 6, 9, and 12 months), were tested for memory for specific laboratory events; children's event-relevant verbalizations also were recorded. The children remembered the events that they had experienced, regardless of their age at the time of exposure and of the delay interval imposed. Memories were demonstrated both nonverbally and verbally; nonverbal and verbal measures bore a modest relation with one another. Language ability at the time of exposure to the events predicted verbal expression of memory after the delay. Thus, the availability of a verbal mode of elaboration facilitated 1- to 2-year-olds' event memory.
关于母子在讨论正在发生和过去事件时的文体差异的文献可以解释为，对事件进行口头阐述的机会有助于学龄前儿童的记忆。在本研究中，我们考察了在刚开始学习语言、因而有机会进行言语编码的儿童中是否会出现类似的效果。通过被试间交叉设计，将3个年龄水平（13、16和20个月）与4个延迟水平（1 - 3、6、9和12个月）组合成12组，使用诱发模仿对儿童进行特定实验室事件的记忆测试；同时记录儿童与事件相关的言语表达。儿童记住了他们经历过的事件，无论他们接触事件时的年龄以及所施加的延迟间隔如何。记忆通过非言语和言语方式得以展现；非言语和言语测量之间存在适度的关联。接触事件时的语言能力预测了延迟后记忆的言语表达。因此，言语阐述方式的可用性促进了1至2岁儿童的事件记忆。
