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Event Memory and Acquisition of Script in Young Children.

幼儿的事件记忆和文字习得。

基本信息

批准号：
06610099
负责人：
NAKAZAWA Jun
金额：
$ 1.34万
依托单位：
Chiba University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-06610099/
关键词：
Young Children Script General Event Representation GRE Event Memory Episodic Memory Cognitive Map

项目摘要

1.This research examined following three points.(1) Script Formation in Daily Kindergarten LifeAnalysis of kindergarten teachers' daily lunch protocols showed, in early period, they say about sequential procedures for lunch frequently. It means they emphasize to form lunch script in young children within early kindergarten days. The number of children's lunch representation activities increased with their length of kindergarten life.(2) Episodic memory to semantic memoryIn order to analyze about repeated experiences for novel events in kindergarten, we interviewed and asked to young children about the event representations of "Kindergarten Picnic" before and after picnics. Young children responded their concrete episodic memory at first, but they can extract the kindergarten picnic script or GER after their second time experience of it.(3) Long-term retention about kindergarten lifeFirst, third, and fifth graders' past kindergarten life scripts and cognitive map about their kindergarten were examined. Cores of kindergarten scripts were reported and there were no age differences. In cognitive map, the location of their oldest year class was most precisely recalled, and there were no age differences too.These results showed young children abstract many concepts through daily experiences and retain them.2.These studies were reported in a final report paper.

1.本研究考察了以下三点。(1)幼儿园日常生活中的脚本形成对幼儿园教师日常午餐协议的分析表明，幼儿园教师在早期经常谈论午餐的顺序程序。这意味着他们强调在幼儿园早期形成午餐脚本。儿童午餐代表活动的数量随着幼儿园生活的时间而增加。(2)情景记忆到语义记忆为了分析幼儿园新事件的重复体验，我们在野餐前后对幼儿进行了关于“幼儿园野餐”的事件表征的访谈和询问。幼儿在第一次经历具体的情景记忆时，能够提取出幼儿园野餐脚本或格尔。(3)幼儿园生活的长期保持性本研究考察了一、三、五年级小学生过去幼儿园生活脚本和幼儿园认知图。幼儿园脚本的核心报告，没有年龄差异。在认知图中，幼儿对最早一年班级的位置回忆最准确，也不存在年龄差异。这些结果表明幼儿通过日常经验抽象出许多概念并保持下来。2.这些研究在期末报告中报告。