Serial and Free Recall in Children Can Be Improved by Training: Evidence for the Importance of Phonological and Semantic Representations in Immediate Memory Tasks
Serial and Free Recall in Children Can Be Improved by Training: Evidence for the Importance of Phonological and Semantic Representations in Immediate Memory Tasks
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DOI：
10.1177/0956797610385355
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发表时间：
2010-11-01
影响因子：
8.2
通讯作者：
Hulme, Charles
中科院分区：
文献类型：
--
作者：
Melby-Lervag, Monica;Hulme, Charles
孩子们被分配到三个组进行训练不熟悉的单词音素意识训练，押韵训练，词汇训练和未经训练的控制组。在训练前后，我们评估了孩子们在这些单词的连续和自由回忆任务中的表现，以及他们定义单词、操纵其中的音素和为它们生成押韵的能力。我们发现，音素意识训练大大提高了连续回忆和提高自由回忆在较小程度上。相比之下，词汇训练使自由回忆大幅增加，而连续回忆的增加较少。这些对回忆的影响是特定的，并没有推广到未经训练的单词。押韵训练增加押韵技巧，但没有增加无论是串行或自由回忆。我们认为，序列回忆和自由回忆依赖于共同的记忆机制，但序列回忆更依赖于语音代码和自由回忆更依赖于语义代码。
Children were assigned to three groups given training on unfamiliar words-phoneme-awareness training, rhyme training, and vocabulary training-and an untrained control group. Before and after training, we assessed the children's performance on serial-and free-recall tasks with these words, as well as their ability to define the words, manipulate phonemes in them, and generate rhymes for them. We found that phoneme-awareness training improved serial recall substantially and improved free recall to a lesser extent. In contrast, vocabulary training produced a substantial increase in free recall and a lesser increase in serial recall. These effects on recall were specific and did not generalize to untrained words. Rhyme training produced increases in rhyming skills but no increase in either serial or free recall. We argue that serial and free recall depend on common memory mechanisms, but serial recall relies more on phonological codes and free recall relies more on semantic codes.