Kee D W
Department of Psychology, California State University, Fullerton 92634.
Adv Child Dev Behav. 1994;25:7-32. doi: 10.1016/s0065-2407(08)60049-x.
The deployment of memory strategies is resource demanding and more so for younger children than for older children and adults. The associative memory studies reviewed show that accessibility to relevant event knowledge is directly related to the resource demands of using an elaboration strategy. The greater efficiency of strategy use by older children and adults permits the use of available mental resources to support additional task-relevant processing of to-be-learned items. This additional processing might include alternate or more durable encodings of pair relationships, creation of retrieval opportunities (strategies), and effective strategy monitoring. The additional processing enabled by the freeing of information-processing resources is hypothesized to be responsible for the developmental increase in the efficacy of elaboration and other associative strategies. Knowledge access also affects the nature of the relational strategy selected and the recall benefits observed. Although increases in "elaboration" were hypothesized to account for developmental differences in associative memory, the evidence clearly shows that other associative strategies are also involved. Although these other associative strategies involve elaboration in a nontechnical sense, the observed dissociations between them and the elaboration strategy argue for maintaining the distinction. Moreover, further analysis is needed to understand the interactions between strategy selection and knowledge access. In this regard, the initial strategy deployed by a learner is dependent on his or her knowledge about the relative effectiveness of various relational associations and interactions with knowledge access. For example, a younger subject might forgo "elaboration" if the items are "captured" by an "other associative" relationship activated during strategy deployment (particularly if the initial search for an elaboration is very effortful). In contrast, an older subject might persevere at retrieving a relevant event because of his or her knowledge about the benefits of encoding "direct" interactions for pair members. The learner's subsequent strategy selection, either for additional processing or encoding of new pairs, is undoubtedly more complex because of increases in the learner's knowledge about the relationships between strategy use, knowledge access, and resource demands. In conclusion, research examined in this chapter verified relationships between strategy use, mental effort, and knowledge access. Moreover, interactions between strategy use and knowledge access were exposed. These relationships are presumed to underlie developmental differences in the efficacy of memory strategies.
记忆策略的运用需要消耗资源，对年幼儿童来说比对年长儿童和成年人的资源需求更大。所综述的联想记忆研究表明，获取相关事件知识的难易程度与运用精细加工策略的资源需求直接相关。年长儿童和成年人运用策略的效率更高，这使得他们能够利用可用的心理资源来支持对要学习项目的额外与任务相关的加工。这种额外的加工可能包括对配对关系进行交替或更持久的编码、创造检索机会（策略）以及有效的策略监控。信息加工资源的释放所促成的额外加工被认为是精细加工及其他联想策略效果在发展过程中提高的原因。知识的获取也会影响所选择的关系策略的性质以及所观察到的回忆益处。虽然有人假设“精细加工”的增加可以解释联想记忆中的发展差异，但证据清楚地表明其他联想策略也发挥了作用。尽管这些其他联想策略在非专业意义上涉及精细加工，但观察到它们与精细加工策略之间的分离表明有必要保持这种区分。此外，需要进一步分析以理解策略选择与知识获取之间的相互作用。在这方面，学习者最初采用的策略取决于他或她对各种关系联想的相对有效性以及与知识获取的相互作用的了解。例如，如果在策略运用过程中某个“其他联想”关系激活了项目，年幼儿童可能会放弃“精细加工”（特别是如果最初寻找精细加工的过程非常费力）。相比之下，年长儿童可能会坚持检索相关事件，因为他或她了解对配对成员进行“直接”互动编码的益处。由于学习者对策略运用、知识获取和资源需求之间关系的了解增加，学习者随后为新配对进行额外加工或编码的策略选择无疑更加复杂。总之，本章所考察的研究验证了策略运用、心理努力和知识获取之间的关系。此外，还揭示了策略运用与知识获取之间的相互作用。这些关系被认为是记忆策略效果发展差异的基础。
