Does information about what things are influence children's memory for where things are?
Does information about what things are influence children's memory for where things are?
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DOI：
10.1037/0012-1649.39.6.939
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发表时间：
2003-11-01
影响因子：
4
通讯作者：
Plumert, JM
中科院分区：
文献类型：
--
作者：
Hund, AM;Plumert, JM
两个实验研究了关于物体是什么信息如何影响人们对物体所在位置的记忆。7岁、9岁和11岁的儿童和成人学会了盒子地板上用圆点标出的20个物体的位置。对象分为4类。在一种情况下，属于同一类别的物体位于盒子的同一象限。在另一种情况下，物体和位置是随机配对的。学习后，参与者尝试在没有点的帮助下替换物体。儿童和成人将有关联的物体放在同一象限的距离比没有关联的物体更近，这表明物体信息会导致位置记忆的系统性偏差。
Two experiments examined how information about what objects are influences memory for where objects are located. Seven-, 9-, and 11-year-old children and adults learned the locations of 20 objects marked by dots on the floor of a box. The objects belonged to 4 categories. In one condition, objects belonging to the same category were located in the same quadrant of the box. In another condition, objects and locations were randomly paired. After learning, participants attempted to replace the objects without the aid of the dots. Children and adults placed the objects in the same quadrant closer together when they were related than when they were unrelated, indicating that object information led to systematic biases in location memory.