Linking Teacher "Talk" and the Development of Children's Memory

连接教师“讲”与孩子记忆力的发展

• 批准号: 0217206
• 负责人: Peter Ornstein
• 金额: $ 39.64万
• 依托单位: University of North Carolina at Chapel Hill
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-01 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0217206&HistoricalAwards=false
• 关键词: Linking; Teacher; Talk; Development; Children

During the elementary school years, children become increasingly skilled in the use of a broad array of techniques for the storage and retrieval of information. For example, kindergartners and fifth-graders differ markedly in the ways in which they rehearse and organize to-be-remembered material. Unfortunately, however, even though much is known about the memory skills of children of different ages, relatively little information is available concerning the ways in which the skills of individual children change over time. Moreover, even less is understood about the factors that influence the emergence, modification, and effectiveness of these abilities. To a considerable extent, these gaps in understanding reflect the widespread use of cross-sectional research designs in which age differences in performance are examined by assessing different groups of children at each of the ages of interest. Although these methodologies can yield precise descriptions of the skills of children at different ages, they do not permit statements about developmental change. To do so requires a commitment to a longitudinal design in which a sample is established and then assessed repeatedly over time as the children mature and reach specified age points. In this way, it is possible to identify contrasting developmental patterns and also to explore potential mediators of change. This research will address these issues using a short-term longitudinal study of memory development in the first and second grades of the elementary school. A sample of 120 first grade children, drawn from 12 first grade classrooms, will be followed for two years, with a wide range of memory assessments being made four times each year. In addition, in order to understand the forces that propel developmental change, the research will examine key features of the children's classrooms thought to influence the acquisition and consolidation of mnemonic skills. An extensive series of observations in the classrooms of the participants will emphasize in particular the nature of "teacher talk" about remembering, the memory demands that are expressed, the specific strategies that are modeled or discussed, and the expectations that are transmitted by teachers. The focus on linkages between the classroom and individual memory development emerges from a number of lines of evidence that suggest the role of formal schooling in the development of a repertoire of effective techniques for remembering. The multiple measures, both of the individual children and of the classrooms, will enable the research to describe in considerable depth children's changing skills as well as the context in which they develop. Moreover, the research will relate the children's trajectories of memory performance over time to various characteristics of the "teacher talk" to which they are exposed in their classrooms. The results of the research should have clear relevance to the educational enterprise in terms of helping to craft teaching strategies that will encourage the development of effective memory strategies in children and thus encourage them to reach their educational potential.

在小学期间，儿童越来越熟练地使用各种各样的技术来存储和检索信息。 例如，小学生和五年级学生在排练和组织记忆材料的方式上有明显的不同。 然而，不幸的是，尽管我们对不同年龄段儿童的记忆技能了解很多，但关于儿童个体的记忆技能如何随时间变化的信息却相对较少。 此外，人们对影响这些能力的出现、改变和有效性的因素了解得更少。 在相当大的程度上，这些理解上的差距反映了广泛使用的横断面研究设计，其中年龄差异的表现进行了检查，评估不同群体的儿童在每个感兴趣的年龄。 虽然这些方法可以准确地描述不同年龄儿童的技能，但它们不允许对发展变化进行陈述。 要做到这一点，就需要致力于一种纵向设计，即建立一个样本，然后随着儿童的成熟和达到特定年龄点而不断进行评估。 通过这种方式，可以确定对比的发展模式，并探索潜在的变化媒介。 本研究将通过对小学一、二年级学生记忆发展的短期纵向研究来解决这些问题。 从12个一年级教室抽取的120名一年级儿童样本将被跟踪两年，每年进行四次广泛的记忆评估。 此外，为了了解推动发展变化的力量，研究将检查儿童的教室被认为是影响记忆技能的获得和巩固的关键特征。 一个广泛的一系列的观察，在课堂上的参与者将特别强调的性质，“教师谈话”的记忆，所表达的记忆需求，具体的策略，是模拟或讨论，并通过教师传递的期望。 对课堂和个人记忆发展之间联系的关注来自于一些证据，这些证据表明正规学校教育在发展有效记忆技术方面的作用。 对儿童个人和教室的多重衡量将使研究能够相当深入地描述儿童不断变化的技能以及他们发展的背景。 此外，这项研究还将把儿童的记忆表现轨迹与他们在课堂上接触的“教师谈话”的各种特征联系起来。 研究结果应该与教育事业有明确的相关性，有助于制定教学策略，鼓励儿童发展有效的记忆策略，从而鼓励他们发挥教育潜力。