Schwanenflugel P J, Fabricius W V, Alexander J
Department of Educational Psychology, University of Georgia, Athens 30602.
Child Dev. 1994 Dec;65(6):1546-63. doi: 10.1111/j.1467-8624.1994.tb00835.x.
The purpose of the study was to expand our knowledge of older children's understanding of the unique features and potential relations existing among mental activities. 8- and 10-year-olds as well as adults were asked to rate the similarity of pairs of mental activity scenarios in terms of how their mind would be used for each one. The scenarios involved primarily Prospective Memory, List Memory, Recognition Memory, Comprehension, Interference, Planning, Comparison, or Selective Attention. There was a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Several distinctions were also more likely to be made with age: the distinction between recall and recognition, the distinction between the roles of internal and external cues in mediating cognitive activity, and the distinction among the various roles of attentional processes in regulating input from the sensory world. Together, these findings suggest that a constructivist theory of mind develops in later childhood.
这项研究的目的是拓展我们对于年龄稍大儿童对心理活动中存在的独特特征及潜在关系理解的认识。研究要求8岁、10岁儿童以及成年人根据他们在每种心理活动场景中大脑的使用方式，对成对的心理活动场景的相似性进行评分。这些场景主要涉及前瞻记忆、列表记忆、识别记忆、理解、干扰、计划、比较或选择性注意。在将记忆作为活动组成部分的程度上，存在一种组织心理活动的发展趋势。随着年龄增长，还更有可能做出几种区分：回忆与识别之间的区分、内部和外部线索在介导认知活动中的作用之间的区分，以及注意过程在调节来自感官世界的输入中的各种作用之间的区分。这些发现共同表明，建构主义心智理论在童年后期发展形成。
