DEVELOPMENTAL PATHWAYS TO SKILLED REMEMBERING

熟练记忆的发展途径

• 批准号: 6011893
• 负责人: PETER A ORNSTEIN
• 金额: $ 61.33万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-01-01 至 2004-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6011893
• 关键词: attention; behavioral /social science research tag; child psychology; clinical research; cognition; communication behavior; early experience; human subject; language development; longitudinal human study; maternal behavior; memory; middle childhood (6-11); mother child interaction; neural information processing; preschool child (1-5); psychological tests; social adjustment; verbal behavior

Given the critical role of memory in all aspects of successful adaption, this project is designed to identify and characterize developmental pathways to skilled remembering in young children. It builds upon a rich data base regarding age-related changes in children's memory that has been amassed over the last 20 years. This research has shown convincingly that with increases in age, children become more proficient in the production of narrative accounts of their previous experiences and the generation of effective strategies of the storage and retrieval of information. The wealth of information regarding the mnemonic abilities of children of different ages notwithstanding, critical issues concerning the development of these skills remain largely unaddressed For example, little is known about the course of development of autobiographical recall and planful remembering and the intersection between these two domains of memory. Moreover, even less is understood about the experiential factors that are associated with the emergence and refinement of these cognitive skills. The research proposed here is designed to address these issues by providing a longitudinal analysis of children's varied abilities to remember. Using two overlapping cohorts of children, age-related changes in remembering will be tracked from 18 to 72 months of age, concentrating especially on the multiple contributions of language and social communication to the development of memory. Taking non-verbal indices of young children's memory as a foundation, the emergence, refinement, and generalization of verbal skills for remembering will be charted. Moreover, this emphasis on the development of key verbal memory skills mandates a parallel examination of transitions between children's abilities (a) to talk about experiences in the present; (b) to discuss events in the past, and (c) to plan deliberately for future assessments of memory. Although there are rich research literatures in each of these areas, these bodies of work have not been integrated with each other, and longitudinal methods have not bee used to tracer the development of memory skills within individual children from late infancy through the transition to school.

鉴于记忆在成功适应的各个方面的关键作用，该项目旨在确定和描述幼儿熟练记忆的发展途径。它建立在过去20年积累的关于儿童记忆与年龄相关的变化的丰富数据库的基础上。这项研究令人信服地表明，随着年龄的增长，儿童变得更加熟练地对他们以前的经历进行叙述性描述，并产生有效的信息存储和检索策略。尽管关于不同年龄段儿童的记忆能力的信息非常丰富，但有关这些技能发展的关键问题仍然在很大程度上没有得到解决。例如，关于自传体回忆和计划记忆的发展过程以及这两个记忆领域之间的交集，我们知之甚少。此外，对于与这些认知技能的出现和完善相关的经验因素，人们更是知之甚少。这里提出的研究旨在通过提供对儿童不同记忆能力的纵向分析来解决这些问题。使用两组重叠的儿童，将跟踪18到72个月大的年龄相关的记忆变化，特别关注语言和社会交流对记忆发展的多重贡献。以幼儿记忆的非语言指标为基础，绘制语言记忆技能的出现、提炼和概括。此外，这种对关键言语记忆技能发展的强调要求同时检查儿童的以下能力之间的转变：(A)谈论现在的经历；(B)讨论过去的事件；(C)有意识地为未来的记忆评估做计划。虽然在每个领域都有丰富的研究文献，但这些工作并没有相互结合，也没有使用纵向方法来跟踪单个儿童从婴儿期后期到过渡到学校的记忆技能的发展。