LEARNING ABOUT SCHOOL - THE DEVELOPMENT OF KINDERGARTNERS SCHOOL SCRIPTS
LEARNING ABOUT SCHOOL - THE DEVELOPMENT OF KINDERGARTNERS SCHOOL SCRIPTS
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DOI：
10.1111/j.1467-8624.1984.tb00412.x
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发表时间：
1984-01-01
影响因子：
4.6
通讯作者：
FIVUSH, R
中科院分区：
文献类型：
--
作者：
FIVUSH, R
本研究考察了一般事件表征的发展以及一般和特定事件记忆之间的关系。在前3个月内，对幼儿园儿童进行了4次关于学校日常事务的访谈。被学校开除即使在上学的第二天，孩子们的报告也很一般，组织良好，随着时间的推移，组织保持稳定。随着经验的增加，儿童报告了更多的行为和更多的条件语句，这表明随着时间的推移，表征变得更加复杂和时间复杂。孩子们分享了一个非常普遍的日常表现。所有的孩子都提到了那些在教室里占据特定时间和地点的行为。每一项行动都包含一系列可能的活动，有等级之分。与孩子们报告的一般常规的轻松，孩子们很难回忆起前一天的具体事件在所有4个采访。儿童代表一个事件作为一个一般的时空框架的基础上的第一次经验与一个新的例程，这个框架变得更加精细和时间和层次组织的表示变得更加复杂的经验与事件。
This research examined the development of a general event representation and the relationship between general and specific event memories. Kindergarten children were interviewed about the school-day routine 4 times during the first 3 mo. of school. Even on the 2nd day of school, children''s reports were general and well organized, and the organization remained stable over time. With increasing experience, children reported more acts and more conditional statements, indicating that the representation became more elaborate and more temporally complex over time. Children shared a remarkably common representation of the routine. All children mentioned those acts that occupied a particular time and place in the classroom. Each of these acts encompassed a list of possible activities in a hierarchic fashion. In contrast to the ease with which children reported the general routine, children had difficulty recalling specific episodes of the day before at all 4 interviews. Children represent an event as a general spatial-temporal framework based on the 1st experience with a new routine; this framework becomes more elaborate and the temporal and the hierarchical organization of the representation becomes more complex with increasing experience with the event.