Young children's understanding of "remember" and "forget".
Young children's understanding of "remember" and "forget".
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幼儿对“记住”和“忘记”的理解。
DOI：
10.1111/j.1467-8624.1994.tb00821.x
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发表时间：
1994
影响因子：
4.6
通讯作者：
Flavell,JH
中科院分区：
文献类型：
--
作者：
Lyon,TD;Flavell,JH
3 项研究考察了幼儿的理解能力，即如果一个人“记得”或“忘记”，那么他一定是事先知道的。在研究1中，4岁的孩子而不是3岁的孩子理解了“忘记”的先验知识成分；两组人都明白，具有先验知识的角色“会记住”。研究 2 控制了“记住”方面的良好表现可能归因于记忆与知识的简单关联的可能性。相当多的 4 岁儿童（而非 3 岁儿童）明白，当两个角色当前知道时，具有先验知识的角色会记住，而当两个角色当前都不知道时，具有先验知识的角色会忘记。研究 3 通过使记住或遗忘的项目始终对受试者可见，使先验知识更加突出。 4 岁孩子在这两个动词上的表现都接近上限，而 3 岁孩子的表现与机会没有什么不同。研究结果与儿童心智理解的发展有关。
3 studies examined young children's understanding that if one “remembers” or “forgot,” one must have known at a prior time. In Study 1,4‐year‐olds but not 3‐year‐olds understood the prior knowledge component of “forgot”; both groups understood that a character with prior knowledge was “gonna remember.” Study 2 controlled for the possibility that good performance on “remember” might be due to a simple association of remembering with knowledge. A significant number of 4‐year‐olds but not 3‐year‐olds understood that when 2 characters currently knew, the one with prior knowledge remembered, and that when neither character currently knew, the one with prior knowledge forgot. Study 3 made prior knowledge more salient by making the remembered or forgotten item visible to the subjects throughout. 4‐year‐olds performed near ceiling on both verbs, whereas 3‐year‐olds' performance did not differ from chance. The results are discussed in relation to children's developing understanding of the mind.