Guttentag R
University of North Carolina, Greensboro.
Am J Psychol. 1995 Spring;108(1):99-114.
Three experiments were conducted examining 10- and 11-year-old children's deliberate and automatic encoding of meaningful associative relationships on a paired-associate learning task. Subjects in Experiment 1 were presented pairs of related and unrelated words under deliberate memorization and item-specific incidental-learning conditions. Cued-recall performance was superior with related relative to unrelated pairs under both instructional conditions, suggesting that the encoding of an association between items occurred automatically with meaningfully related words. In Experiment 2, it was found that execution of a verbal elaboration strategy required more time with unrelated than with related pairs, suggesting greater ease of elaboration strategy execution with related materials. Experiment 3 monitored strategy use online using a think-aloud procedure. Cued-recall performance was superior with related pairs when subjects used rehearsal. In contrast, elaboration produced equivalent levels of recall with both types of items, but subjects executed the strategy successfully more often with related than with unrelated pairs. These findings are discussed in terms of the role of automatic processes and the effort demands of strategy execution in children's strategy use.
进行了三项实验，研究10岁和11岁儿童在配对联想学习任务中对有意义的联想关系的有意和自动编码。实验1的受试者在有意记忆和特定项目的附带学习条件下，会看到相关和不相关的单词对。在两种指导条件下，与不相关对相比，相关对的线索回忆表现都更优，这表明有意义相关单词之间的关联编码会自动发生。在实验2中，发现执行言语 elaboration 策略时，处理不相关对比处理相关对需要更多时间，这表明使用相关材料时 elaboration 策略的执行更容易。实验3使用出声思考程序在线监测策略使用情况。当受试者使用复述时，相关对的线索回忆表现更优。相比之下， elaboration 对两种类型的项目产生了相同水平的回忆，但受试者成功执行该策略的频率在相关对中比在不相关对中更高。本文从自动过程的作用以及策略执行对儿童策略使用的努力要求方面对这些发现进行了讨论。
