Working memory: A developmental study of phonological recoding
Working memory: A developmental study of phonological recoding
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DOI：
10.1080/096582100387597
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发表时间：
2000-05-01
期刊：
影响因子：
2.1
通讯作者：
Palmer, S
中科院分区：
文献类型：
--
作者：
Palmer, S
一项针对3 - 7岁儿童的横断面研究和一项针对5 - 8岁儿童的交叉序列研究表明，工作记忆中语音编码的发展比目前文献中描述的简单的二分图更为复杂。似乎最初的儿童使用没有策略的回忆，这是建议代表的水平自动激活的表征在长期记忆和存储容量的中央执行。接下来是一个视觉策略占主导地位的时期，然后是一个视觉-语言双重编码的时期，最后才出现类似成年人的语言编码策略。结果进行了讨论的三个工作记忆模型（Baddeley，1990年，恩格尔，1996年，逻辑，1996年），其中策略的使用被视为注意过程和语音编码的抑制机制的发展，在中央执行抑制视觉编码的习惯性反应集。
A cross-sectional study using children aged 3 to 7 years and a cross-sequential study using children aged between 5 and 8 years showed that the development of phonological recoding in working memory was more complex than the simple dichotomous picture portrayed in the current literature. It appears that initially children use no strategy in recall, which is proposed to represent the level of automatic activation of representations in long-term memory and the storage capacity of the central executive. This is followed by a period in which a visual strategy prevails, followed by a period of dual visual-verbal coding before the adult-like strategy of verbal coding finally emerges. The results are discussed in terms of three working memory models (Baddeley, 1990; Engle, 1996; Logic, 1996) where strategy use is seen as the development of attentional processes and phonological recoding as the development of inhibitory mechanisms in the central executive to suppress the habitual response set of visual coding.