On the development of forgetting.
On the development of forgetting.
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论遗忘的发展。
DOI：
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发表时间：
1985
期刊：
影响因子：
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通讯作者：
M. L. Howe
中科院分区：
文献类型：
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作者：
C. Brainerd;J. Kingma;M. L. Howe
Brainerd，Charles J.;作者声明：John W.关于遗忘的发展儿童发展，1985年，56，1103-1119。3概念问题进行了讨论，使以前的遗忘发展研究的数据难以解释，即阶段的学习混淆，未能单独的遗忘本身从各种性能因素，操作上的保留测试，并未能解开存储为基础的遗忘和检索为基础的遗忘保留测试性能的相对贡献。一个范例和模型，处理这些问题。应用该模型的数据的4个实验，3与小学生和1与青少年，产生了这些主要的研究结果。(a)与以前的研究相反，在长期保持方面有明显的发展趋势，通常有利于年龄较大的儿童。(b)遗忘过程本身也有发展趋势，通常也有利于年龄较大的儿童，但这些影响仅限于提取性遗忘，而不是存储性遗忘。(c)在长期保持测试中，重新学习检索算法的能力有发展趋势，某些类型的重新学习有利于年龄较大的儿童，其他类型的重新学习有利于年龄较小的儿童。(d)有一些重要的不对称儿童的表现在收购的名单和他们的表现在长期保持测试。这表明，遗忘和习得受完全不同的规律支配，因此需要不同的理论假设。
BRAINERD, CHARLES J.; KINGMA, JOHANNES; and HOWE, MARK L. On the Development of Forgetting. CHILD DEVELOPMENT, 1985, 56, 1103-1119. 3 conceptual issues are discussed that make the data of previous developmental studies of forgetting difficult to interpret, namely, stages-of-learning confounds, failure to separate forgetting per se from various performance factors that operate on retention tests, and failure to disentangle the relative contributions of storage-based forgetting and retrieval-based forgetting to retention test performance. A paradigm and model are presented that deal with these problems. Application of the model to the data of 4 experiments, 3 with elementary schoolers and 1 with adolescents, produced these major findings. (a) Contrary to previous studies, there were clear developmental trends in long-term retention that usually favored older children over younger children. (b) There were developmental trends in forgetting processes per se, again usually favoring older children, but these effects were confined to retrieval forgetting rather than storage forgetting. (c) There were developmental trends in the ability to relearn retrieval algorithms during long-term retention tests, with some types of relearning favoring older children and other types of relearning favoring younger children. (d) There were some important asymmetries between children's performance during acquisition of a list and their performance on long-term retention tests. This suggests that forgetting and acquisition are governed by quite different laws and hence require different theoretical assumptions.