Doctoral Dissertation Research: Influencing Children's Memory Through Familiarity and Stereotypes

本研究关注社会信息的获取，特别是关于个人特征的知识，如何影响幼儿回忆和报告信息的能力。我们将系统地考察两种形式的社会知识：熟悉和刻板印象。对刻板印象和广义事件表征的研究尤其表明，在记忆的语义记忆依赖方面存在发展差异，年幼的儿童有时比年长的儿童更依赖语义记忆。本研究在儿童对一次性事件的记忆的背景下检验了这一概念。148名4至5岁的儿童将参与其中。本研究将遵循2（年龄）× 2（刻板印象处理）× 2（熟悉程度处理）× 2（访谈）析因设计。研究结果将对一般的记忆发展和具体的儿童目击记忆具有理论和应用意义。

The present study concerns how the acquisition of social information, specifically knowledge about personal characteristics, influences young children's ability to recall and report information. Two forms of social knowledge will be systematically examined, familiarity and stereotypes. Research on stereotypes and generalized event representations in particular suggests that development differences exist in semantic-memory dependence for recollection, with younger children at times being more semantic-memory dependent than are older children. The present study examines this notion in the context of children's memory for a one-time event. One hundred forty eight 4- to 5-year olds will participate. The study will conform to a 2 (age) x 2 (stereotype treatment) x 2 (familiarity treatment) x 2 (interview session) factorial design. Results will have theoretical and applied implications relevant to memory development generally and to child eyewitness memory specifically.