DONT FORGET TO TAKE THE CUPCAKES OUT OF THE OVEN - PROSPECTIVE MEMORY, STRATEGIC TIME-MONITORING, AND CONTEXT
DONT FORGET TO TAKE THE CUPCAKES OUT OF THE OVEN - PROSPECTIVE MEMORY, STRATEGIC TIME-MONITORING, AND CONTEXT
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DOI：
10.2307/1130182
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发表时间：
1985-01-01
影响因子：
4.6
通讯作者：
BRONFENBRENNER, U
中科院分区：
文献类型：
--
作者：
CECI, SJ;BRONFENBRENNER, U
对儿童在需要前瞻记忆的任务(即记住将来要做的事情)中使用的策略进行了研究，以阐明所涉及的过程的性质，以及它们的发展和背景决定因素。有效的策略使用预计会随着年龄的增长而增加，但在不熟悉的环境中或在与较高的性别角色期望相关的任务中会减少。孩子们在等待30分钟后被指示进行下一步的活动。在等待期内，儿童的S时钟检查是在他们自己的家里或大学的心理物理实验室进行评估的。战略性时间监控在实验室里发生的频率低于在家中。在实验室环境中，与较高的性别角色期望和年龄相关的预期差异在年龄较大的男孩中最为显著。当在熟悉的环境中观察时，儿童可以使用复杂的认知策略。重点强调实验室的科学力量，作为阐明发展过程的对比背景。
Strategies employed by children in tasks requiring prospective memory (i.e., remembering to do something in the future) were investigated to illuminate the nature of the processes involved, and their developmental and contextual determinants. Efficient strategy use was expected to increase with age but to decrease in an unfamiliar setting or on a task associated with higher sex-role expectations. Children were instructed to perform future activities after waiting 30 min. Children''s clock-checking during the waiting period was assessed in their own homes or a university psychophysics laboratory. Strategic time-monitoring occurred less frequently in the laboratory than in the home. The anticipated differences associated with higher sex-role expectations and age were most salient for older boys in the laboratory setting. When observed in a familiar setting, children can employ sophisticated cognitive strategies. Emphasis is placed on the scientific power of the laboratory as a contrasting context for illuminating developmental processes.