Revisiting the effect of reminders on infants' media memories: does the encoding format matter?
Revisiting the effect of reminders on infants' media memories: does the encoding format matter?
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重新审视提醒对婴儿媒体记忆的影响：编码格式重要吗？
DOI：
10.1037/a0031759
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发表时间：
2013
影响因子：
4
通讯作者：
Simcock,Gabrielle
中科院分区：
文献类型：
--
作者：
Barr,Rachel;Brito,Natalie;Simcock,Gabrielle
在目前的研究中，作者研究了提醒是否可以维持18个月大的孩子从图画书和视频中产生的记忆。婴儿（N= 98）在图画书或视频中显示了一系列的目标动作。无论是24小时或2周前，为期4周的延迟模仿测试，他们暴露于一个提醒，部分介绍了原来的媒体演示。在两种提醒延迟之后，接受视频演示和视频提醒（视频/视频）的组的表现明显好于仅视频提醒的对照组（x/视频），但接受图画书演示和图画书提醒（书/书）的组的表现并没有优于仅图画书提醒的对照组（x/书）。此外，如果提示与编码条件不匹配（例如，视频演示和书籍提示，视频/书籍或反之亦然），婴儿的表现也未能优于对照组。理论上的影响，在幼儿期的长期记忆处理的理解和早期多媒体使用的实际影响进行了讨论。
With the present research, the authors examined whether reminders could maintain 18-month-olds’ memories generated from picture books and videos. Infants (N= 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial presentation of the original media demonstration. After both reminder delays, groups that received a video demonstration and a video reminder (video/video) performed significantly better than did the video-reminder-only control group (x/video), but groups that received a picture-book demonstration and a picture-book reminder (book/book) did not perform better than did the picture-book-reminder-only control (x/book). Additionally, if reminders did not veridically match the conditions of encoding (eg, video demonstration and a book reminder, video/book or vice versa), infants also failed to perform better than controls. Theoretical implications for the understanding of long-term memory processing during early childhood and practical implications for early multimedia usage are discussed.