在学龄前儿童的习惯性前性记忆
Andrew J Kelly1, Abigail A Camden2, Melany C Williams1
1Department of Psychology, Georgia State University, Atlanta, GA, United States of America.
PloS one
|October 31, 2023
概括
学前儿童可以通过练习来学习习惯性的前性记忆 (PM) 任务. 重复记住要问一个邮票改善了孩子们的表现.
科学领域:
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
- 儿童发展 儿童发展
背景情况:
- 习惯性前性记忆 (PM) 涉及到记住执行频繁,重复的未来任务.
- 成功的习惯性PM对于儿童发展独立性和日常功能至关重要.
- 以前的研究还没有探讨学龄前儿童的习惯性PM.
研究的目的:
- 调查学龄前儿童执行习惯性前性记忆任务的能力.
- 检查重复练习和环境线索对儿童PM表现的影响.
主要方法:
- 参与者被指示记住在几个月的认知测试期间在他们的卡上要求盖章.
- 实验1涉及重复的机会 (13个实例) 用实验者的提示来执行PM任务.
- 实验2操纵了任务提示符 (包含印花卡的盒子) 的可见性,以评估其影响.
主要成果:
- 孩子们最初需要提示,但随着时间的推移,他们得到了改善,并表现出了对意图的独立检索.
- 删除视觉提示 (框) 影响了初始性能,但没有妨碍已建立的习惯性PM.
- 一贯的实践有助于在学龄前儿童中快速发展习惯性PM技能.
结论:
- 学前儿童可以通过一致的,反复的练习来发展习惯性的前性记忆技能.
- 幼儿的习惯性PM能力可以通过适度暴露来建立和维持.
- 环境线索可以支持初始学习,但对于持续的表现并非必不可少.
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