Brown A L, Barclay C R
Child Dev. 1976 Mar;47(1):71-80.
The effects of training specific mnemonic skills on recall readiness were evaluated in 2 groups (MA 6, MA 8) of educable retarded children. Equal numbers of S at each age were instructed in an anticipation, rehearsal, or label strategy. On the first posttest (prompted), label training did not affect performance, but anticipation and rehearsal training facilitated recall readiness estimation for both younger and older children. However, on 2 subsequent posttests (unprompted, 2 days and 2 weeks after training), the younger S returned to their pretraining competency, while the older group maintained high performance. Consideration of observational data suggested that overt activity related to the trained mnemonic correlated with recall readiness efficiency for the older but not the younger group. Even though younger children produced the strategy, the failed to monitor its effectiveness. The implications of training specific mnemonic skills are discussed in relation to developing metamnemonic efficiency.
在两组（6岁和8岁）可教育的智力迟钝儿童中评估了训练特定记忆技巧对回忆准备度的影响。每个年龄段的同等数量的受试者被指导采用预期、复述或标记策略。在第一次后测（有提示）时，标记训练不影响表现，但预期和复述训练促进了年幼儿童和年长儿童的回忆准备度评估。然而，在随后的两次后测（无提示，训练后2天和2周）中，年幼儿童恢复到训练前的能力水平，而年长组保持了高表现。对观察数据的考量表明，与训练的记忆技巧相关的明显活动与年长组而非年幼儿童的回忆准备度效率相关。尽管年幼儿童产生了该策略，但他们未能监测其有效性。结合发展元记忆效率讨论了训练特定记忆技巧的意义。
