DEVELOPMENTAL PATHWAYS TO SKILLED REMEMBERING

熟练记忆的发展途径

• 批准号: 6686345
• 负责人: PETER A ORNSTEIN
• 金额: $ 63.18万
• 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 2005-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6686345
• 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中与年龄相关的变化的丰富数据基础上。这项研究令人信服地表明，随着年龄的增长，儿童变得更加熟练的生产叙述他们以前的经验，并产生有效的策略存储和检索的信息。尽管关于不同年龄儿童记忆能力的信息非常丰富，但关于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性记忆的发展过程以及这两个记忆领域之间的交叉点知之甚少。此外，人们对与这些认知技能的出现和完善相关的经验因素的了解更少。本研究旨在通过对儿童不同记忆能力的纵向分析来解决这些问题。使用两个重叠的儿童队列，将跟踪18至72个月大的记忆中与年龄相关的变化，特别关注语言和社会交流对记忆发展的多重贡献。以幼儿记忆的非言语指标为基础，将描绘出记忆言语技能的产生、提炼和概括。此外，这种对关键的非文字记忆技能发展的强调要求对儿童能力之间的过渡进行平行检查：（a）谈论现在的经历;（B）讨论过去的事件;（c）有意识地计划未来的记忆评估。虽然有丰富的研究文献，在每一个这些领域，这些机构的工作还没有相互整合，纵向的方法没有被用来跟踪个别儿童的记忆技能的发展，从婴儿后期过渡到学校。

项目成果

The development of children's early memory skills.

儿童早期记忆能力的发展。

• DOI: 10.1016/j.jecp.2010.06.007
• 发表时间: 2011
• 期刊: Journal of experimental child psychology
• 影响因子: 2.6
• 作者: Haden,CatherineA;Ornstein,PeterA;O'Brien,BarbaraS;Elischberger,HolgerB;Tyler,CarolineS;Burchinal,MargaretJ
• 通讯作者: Burchinal,MargaretJ