DO YOUNG-CHILDREN REHEARSE - AN INDIVIDUAL-DIFFERENCES ANALYSIS
DO YOUNG-CHILDREN REHEARSE - AN INDIVIDUAL-DIFFERENCES ANALYSIS
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DOI：
10.3758/bf03208891
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发表时间：
1994-03-01
影响因子：
2.4
通讯作者：
HITCH, GJ
中科院分区：
文献类型：
--
作者：
GATHERCOLE, SE;ADAMS, AM;HITCH, GJ
幼儿是否在听觉记忆任务中进行排练的问题通过一系列的三项研究进行了调查，比较了发音率和记忆广度的个体差异。运用工作记忆模型的原理，说话速度较快的孩子如果参与排练，应该有更好的上级记忆广度。两个实验，4岁的儿童，未能建立任何显着的关联之间的清晰度和记忆广度，虽然记忆广度和清晰度的程序被发现是高度可靠的，在这个年龄组。第三个实验证实，正如预期的那样，成年受试者的发音速度和记忆广度彼此显著相关。结果表明，与最近的儿童短期记忆发展的理论相反，4岁的儿童在听觉记忆广度任务中不参与无声排练。
The issue of whether young children rehearse in auditory memory tasks was investigated across a series of three studies comparing individual differences in articulation rates and memory spans. Applying the principles of the working-memory model, children with faster rates of speaking should have superior memory spans if they engage in rehearsal. Two of the experiments, with 4-year-old children, failed to establish any significant association between articulation rate and memory span, although both the memory span and articulation rate procedures were found to be highly reliable in this age group. A third experiment confirmed that, as expected, articulation rates and memory spans were significantly associated with one another in adult subjects. The results indicate that, contrary to recent theories of children's short-term-memory development, 4-year-old children do not engage in subvocal rehearsal during auditory memory span tasks.