Behavioral measurement of remembering phenomenologies: so simple a child can do it.
Behavioral measurement of remembering phenomenologies: so simple a child can do it.
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记忆现象的行为测量：非常简单，孩子就能做到。
DOI：
10.1111/j.1467-8624.2004.00689.x
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发表时间：
2004
影响因子：
4.6
通讯作者：
Reyna,VF
中科院分区：
文献类型：
--
作者：
Brainerd,CJ;Holliday,RE;Reyna,VF
两种记忆现象，生动的回忆和模糊的熟悉，已经在成年人中被广泛研究，使用内省的自我报告任务，如记忆-知道。因为这样的任务超出了幼儿的能力范围，所以没有关于这些现象最初是如何发展以及哪些因素影响它们的数据库。在对5至14岁儿童进行的实验中，使用了适合儿童的行为方法论(联合识别)来衡量这些现象。无论是真实记忆还是错误记忆，生动的回忆经历都有显著的年龄增长，而模糊的熟悉经历只有轻微的增加。因此，伴随着记忆的心理状态有一个从模糊到生动的发展转变，这一发现是模糊踪迹理论对回忆和熟悉的解释所预测的。
Two remembering phenomenologies, vivid recollection and vague familiarity, have been extensively studied in adults using introspective self‐report tasks, such as remember–know. Because such tasks are beyond the capabilities of young children, there is no database on how these phenomenologies first develop and what factors affect them. In experiments with 5‐ to 14‐year‐olds, a child‐appropriate behavioral methodology (conjoint recognition) was used to measure these phenomenologies. For both true and false memory, there were marked age increases in vivid recollective experiences, coupled with only slight increases in vague familiarity experiences. Thus, there is a vague‐to‐vivid developmental shift in the mental states that accompany remembering, a finding that is predicted by fuzzy‐trace theory's explanation of recollection and familiarity.