Developmental invariance in distinctiveness effects in memory.
Developmental invariance in distinctiveness effects in memory.
复制标题
记忆中独特性影响的发展不变性。
作者：
M. L. Howe
当提供配对成员之间的额外相似性和差异时，研究了5岁和7岁儿童获得和保持相关概念配对的改进。使用一个标准的配对联想学习范式，儿童学习18个相关的图片对;一些儿童要么被给予或产生额外的相似性或差异对成员在学习的时候。学习完成三周后，孩子们试图回忆这些配对。使用一个模型来确定这些效果的存储和提取位点，结果表明：（a）所有儿童都受益于自我生成的阐述，无论这些是相似性还是差异性，这些好处与存储有关;（B）差异阐述改善了儿童的保留，无论他们是自我还是实验者生成的，这些效果主要是基于检索的。这些结果与以下理论相一致：（a）将提取视为独特性效应的位点，（B）将存储视为自我生成记忆改善的位点。
Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.
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影响因子：
4.6
作者：
Brainerd, CJ;Reyna, VF;Forrest, TJ
通讯作者：
Forrest, TJ
奇异的意象、干扰和独特性。
DOI：
10.1037//0278-7393.15.1.137
发表时间：
1989
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Einstein,GO;McDaniel,MA;Lackey,S
通讯作者：
Lackey,S
影响因子：
3.7
作者：
Rubin, DC;Schulkind, MD
通讯作者：
Schulkind, MD
记住脚本事件的特定情节。
DOI：
10.1006/jecp.1999.2507
发表时间：
1999
期刊：
Journal of experimental child psychology.
影响因子：
--
作者：
Farrar,MJ;Boyer-Pennington,ME
通讯作者：
Boyer-Pennington,ME
人类的学习和记忆。
影响因子：
24.8
作者：
Johnson,MK;Hasher,L
通讯作者：
Hasher,L