Three-year-old children can access their own memory to guide responses on a visual matching task
Three-year-old children can access their own memory to guide responses on a visual matching task
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DOI：
10.1111/j.1467-7687.2008.00725.x
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发表时间：
2008-09-01
影响因子：
3.7
通讯作者：
Gerken, LouAnn
中科院分区：
文献类型：
--
作者：
Balcomb, Frances K.;Gerken, LouAnn
许多学习模型依赖于访问内部知识状态。然而，尽管婴儿和幼儿被认为是熟练的学习者，但根据元认知信息采取行动的能力被认为直到上学早期才发展起来。在这里报告的实验中，3.5岁的孩子通过响应最初为非人类动物开发的非语言任务来展示记忆监测技能，在该任务中他们必须访问自己的知识状态。孩子们学习了一组成对的联想，并在识别记忆测试中选择跳过不确定的试验。接受项目的准确性显着高于跳过随后的记忆任务，包括所有项目。此外，记忆监测评估与实际记忆表现更接近的儿童表现出上级整体学习能力，这表明记忆监测与记忆本身之间存在相关性。研究结果表明，儿童可能在很小的时候就有内隐的内部知识状态，这为他们如何能够指导学习提供了解释，甚至在婴儿时期。
Many models of learning rely on accessing internal knowledge states. Yet, although infants and young children are recognized to be proficient learners, the ability to act on metacognitive information is not thought to develop until early school years. In the experiments reported here, 3.5-year-olds demonstrated memory-monitoring skills by responding on a non-verbal task originally developed for non-human animals, in which they had to access their knowledge states. Children learned a set of paired associates, and were given the option to skip uncertain trials on a recognition memory test. Accuracy for accepted items was significantly higher than for skipped on a subsequent memory task that included all items. Additionally, children whose memory-monitoring assessments more closely matched actual memory performance showed superior overall learning, suggesting a correlation between memory-monitoring and memory itself. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants.