At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization.
At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization.
复制标题
同时还是分开时间？
DOI：
10.1037/a0025260
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Sandhofer,CatherineM
中科院分区：
文献类型：
--
作者：
Vlach,HaleyA;Ankowski,AmberA;Sandhofer,CatherineM
几个研究机构已经发现了不同的结果关于呈现时间，分类，和概括。同时呈现实例（同时）和在时间上分开呈现实例（间隔）都被证明有助于泛化。在这项研究中，我们通过检查2岁儿童（N= 144）在新名词概括任务中的同时、集中和间隔陈述来解决这些结果。结果显示，当立即测试时，同时条件下的儿童表现优于所有其他条件下的儿童。然而，在15分钟后进行测试时，间隔条件下的儿童表现优于所有其他条件下的儿童。研究结果讨论了学习过程中的检索动态如何影响抽象、保留和泛化。（PsycINFO数据库记录(c) 2016 APA，版权所有）
Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the same time (simultaneous) and presenting instances apart in time (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining simultaneous, massed, and spaced presentations in 2-year-old children's (N= 144) immediate and long-term performance on a novel noun generalization task. Results revealed that, when tested immediately, children in the simultaneous condition outperformed children in all other conditions. However, when tested after 15 min, children in the spaced condition outperformed children in all other conditions. Results are discussed in terms of how retrieval dynamics during learning affect abstraction, retention, and generalization across time.(PsycINFO Database Record (c) 2016 APA, all rights reserved)