Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?
Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?
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青春期记忆策略指导：什么时候需要显式指导？
DOI：
10.1007/978-1-4612-5522-2_2
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发表时间：
1983
影响因子：
4.6
通讯作者：
S. L. Bryant
中科院分区：
文献类型：
--
作者：
M. Pressley;J. Levin;S. L. Bryant
这一章是关于青少年时期的记忆发展和记忆策略指导。尽管关于这个发育间隔的年龄界限存在一些争论（例如，Conger, 1977），但为了本章的目的，我们将考虑大约10至22岁的青少年。在这样做的过程中，我们认识到我们可能侵犯了沃特斯和安德拉森（第一章）、库克和梅尔（1983年）以及贝勒扎（第三章）在他们关于儿童和成人策略使用的讨论中所涉及的领域。然而，如果不能将青少年的表现与学龄前儿童和稍大一些的人进行比较，那么讨论的真正发展意义就会被忽略。因此，我们向其他章节的作者道歉，但无论如何都会挖走！
This chapter is about memory development and memory strategy instruction during adolescence. Although there is some debate about the age boundaries associated with this developmental interval (e.g., Conger, 1977), for purposes of this chapter we will consider people from roughly 10 to 22 years of age as adolescents. In doing so, it is recognized that we may be invading the territories that Waters and Andreassen (Chapter 1), Cook and Mayer (1983), and Bellezza (Chapter 3) cover in their discussions of children’s and adults’ strategy use. However, the real developmental significance of the discussion would be missed if it were not possible to compare the performance of teenagers with preteens and people slightly older. Thus, we apologize to the authors of the other chapters, but will poach anyway!