As time goes by: Sixth graders remember a kindergarten experience
As time goes by: Sixth graders remember a kindergarten experience
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随着时间的推移：六年级学生回忆起幼儿园的经历
DOI：
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发表时间：
1991
期刊：
影响因子：
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通讯作者：
R. Fivush
中科院分区：
文献类型：
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作者：
J. Hudson;R. Fivush
在这项研究中，我们比较了幼儿园儿童的即时回忆类实地考察考古博物馆在同一天的旅行，他们的回忆6周后，1年后和6年后。毫不奇怪，随着时间的推移，孩子们对这一事件的记忆越来越少。然而，孩子们在旅行6年后回忆起的东西和旅行后立即回忆起的一样准确和详细。最引人注目的是随着时间的推移，提示对记忆的影响。如果没有具体的线索，几乎所有的孩子都在1年后忘记了这件事，但有了线索，87%的孩子甚至在6年后还能回忆起这件事的细节。在所有的回忆试验中，所有儿童都倾向于回忆起的一组“核心”活动是那些使这个特定事件与众不同的活动。然而，随着经历事件时间的增加，儿童的回忆倾向于变得更加重构和推理。因此，自传体记忆中的遗忘似乎涉及三个过程：回忆量的减少，可及性的变化和记忆内容的变化。
In this research we compared kindergarten children's immediate recall of a class field trip to a museum of archaeology on the same day of the trip to their recall 6 weeks later, 1 year later and 6 years later. Not surprisingly, children remembered less about this event over time. However, what children did recall was recalled as accurately and in as much detail 6 years after the trip as immediately after the trip. Most striking were the effects of cueing on memory over time. Without specific cues the event was forgotten by almost all of the children after 1 year, but with cues, 87 per cent of the children could recall details of the event even after 6 years. The set of ‘core’ activities which all children tended to recall on all recall trials were those activities that made this particular event distinctive. However, with increasing time since experiencing the event, children's recall tended to become more reconstructive and inferential. Thus, forgetting in autobiographic memory seems to involve three processes: decreases in amount recalled, changes in accessibility, and changes in memory content.