Event Memory and Acquisition of Script in Young Children.

1.本研究考察了以下三点。通过对幼儿园教师日常午餐协议的分析发现，幼儿时期，教师经常会说午餐的顺序程序。这意味着他们强调幼儿在幼儿园早期就形成午餐脚本。儿童午餐代表活动的次数随其幼儿园生活时间的延长而增加。(2)情景记忆向语义记忆的转变为了分析幼儿对新奇事件的重复体验，我们对幼儿在“幼儿园野餐”活动前后的事件表征进行了访谈和询问。幼儿最初对具体情景记忆有反应，但在第二次体验后，幼儿可以提取幼儿园野餐脚本或GER。(3)对幼儿园生活的长期记忆，考察了一年级、三年级和五年级学生的幼儿园生活脚本和幼儿园认知地图。幼儿园剧本的核心被报告，没有年龄差异。在认知地图中，学生对最大年级班级位置的记忆最为准确，且没有年龄差异。这些结果表明幼儿通过日常经历抽象出许多概念并保留下来。这些研究报告在最后的报告文件中进行了报告。

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.