Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age
Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age
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DOI：
10.1177/25152459211018187
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发表时间：
2021-04-01
影响因子：
13.6
通讯作者：
Voracek, Martin
中科院分区：
文献类型：
--
作者：
Elliott, Emily M.;Morey, Candice C.;Voracek, Martin
Flavell、海滩和Chinsky的研究表明，在比较幼儿（5岁）和大龄儿童（10岁）时，他们的显性言语行为的自发产生发生了变化。尽管言语化行为变化的证据在认知发展和工作记忆的现代理论中发挥着关键作用，但只有一个类似的工作发表。在这份注册复制报告中，我们依赖于来自17个实验室的研究人员，他们将结果贡献给了更大、更全面的儿童样本。我们评估了不同年龄的幼儿的记忆表现和言语行为的存在或不存在，并确定了最初的发现模式在很大程度上得到了支持：年龄较大的儿童更容易言语化，他们的记忆广度得到了改善。我们证实，5岁和6岁的儿童谁的口头回忆比儿童谁没有口头。然而，与Flavell等人不同，在图片记忆任务中，我们5岁和6岁的样本中有相当比例的人至少有时会公开地用语言表达。此外，在我们的样本中，从7岁到10岁的显性语言化的持续增加并不总是明显的。在考虑认知发展理论时，特别是关于何时出现口头排练以及言语和记忆之间关系的理论时，应该权衡这些强有力的发现。
Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.