CHILDRENS USE OF MNEMONIC STRATEGIES - VARIABILITY IN RESPONSE TO METAMEMORY TRAINING
CHILDRENS USE OF MNEMONIC STRATEGIES - VARIABILITY IN RESPONSE TO METAMEMORY TRAINING
复制标题
DOI：
10.1080/00221325.1994.9914792
复制
发表时间：
1994-12-01
影响因子：
1.6
通讯作者：
COX, BD
中科院分区：
文献类型：
--
作者：
COX, BD
在这项研究中，8至12岁的儿童进行了测试，以确定他们的使用水平的一种策略，组织列表的低关联词到语义组。然后，根据他们在策略测试中的得分，孩子们被分为策略组或非策略组。这些小组被分为分类指令训练条件和元记忆训练条件，在分类指令训练条件下，他们被告知将单词分组，以便以某种方式“走到一起”，在元记忆训练条件下，这些指令辅以反馈，策略提醒和自我测试的机会。一周后，重新评估每个孩子的策略使用情况。在整个训练和迁移过程中，策略组的儿童按语义分类，无论条件如何，他们都表现出很高的回忆率。在训练过程中，非策略组的儿童表现出较高的策略使用率和回忆率，但他们在回忆率方面的变异性明显高于策略组的儿童。在非策略性元记忆条件下的儿童谁受益于培训也更有可能转移使用的策略比在排序指令条件下训练的儿童。
In this study, 8- to 12-year-old children were tested to determine their level of use of a strategy for organizing lists of low-associated words into semantic groups. Then, on the basis of their scores in the strategy tests, the children were placed in either a strategic or nonstrategic group. The groups were divided into a sort-instruction training condition, in which they were told to group words so that they ''go together'' in some way, and a metamemory training condition, in which these instructions were supplemented by feedback, strategy reminders, and opportunities to self-test. One week later, each child's strategy use was reassessed. Children in the strategic group sorted semantically throughout training and transfer, and they showed high recall, regardless of condition. Children in the nonstrategic group showed high strategy use and recall during training, but they showed significantly more variability in recall than did the children in the strategic group. Children in the nonstrategic-metamemory condition who benefited from training were also more likely to transfer the use of the strategy than were children trained in the sort-instruction condition.