注意在随意编码自我参照效应中的作用

该研究采用随意编码的研究范式验证随意编码条件下自我参照效应产生的原因是否是自我积极偏差以及由自我积极偏差引起的注意。设计了2（参照条件：自我与他人）×2（形容词效价：积极与消极）的三个实验,分别是实验一效价与参照条件都是组内变量;实验二效价是组内变量,参照条件是组间变量;实验三效价是组间变量,参照条件是组内变量,三个实验结果均发现：自我参照条件下人格特质形容词的再认率显著高于他人参照条件;消极效价词的再认回忆率显著高于积极效价词;参照条件与形容词效价之间的交互作用不显著。结果说明,自我参照效应的发生不依赖于与他人参照条件的比较而产生;消极效应也不依赖于积极效价词的存在而发生;注意可能是随意编码条件下自我参照效应产生的原因。     

儿童区分自我—他人时的自我参照效应

研究基于不同任务的自我参照效应对探讨儿童自我—他人的区分有重要意义。本研究使用三个实验探讨了4～9岁儿童出现自我参照效应的时间。研究操纵了由自我所有权和自我参照评价引发的两种自我意识:以物体为基础的自我意识和以概念为基础的自我意识。实验1用所属物的类别任务、实验2和实验3使用特质评价任务进行测量。结果表明:(1)5岁儿童记自己的物品比别人更多,表明儿童能以物体为基础区分自我与他人;(2)7岁儿童出现对自己人格特质形容词的记忆优势,表明儿童能以概念为基础区分自我与他人。研究结果证明了在儿童区分自我与他人的过程中,自我所有权为基础和自我参照评价为基础的自我意识存在明显的分离。     

不同提取条件下中性抽象名词的自我选择权效应

采用中性抽象名词探测在再认测试和自由回忆条件下的自我选择权效应。实验一采用选择与迫选的方式考察抽象名词在再认条件下的自我选择权效应;实验二进一步验证被试在我选择和他选择条件下对抽象名词的自由回忆的差异。结果表明:无论在再认测试还是自由回忆测试,被试对自我选择的抽象名词的记忆数量都显著高于迫选和他人选择条件下的抽象名词记忆的数量,中性抽象名词表现出了自我选择权效应,拓展了前人使用假词时在自由回忆条件下未表现出自我选择权效应。因此,自我选择权效应在自由回忆条件下可以存在于抽象名词的水平上。     

自我与有意遗忘现象

将自我参照效应的实验范式与字表方式的有意遗忘范式相结合,探讨有意遗忘在自我参照与他人参照条件下的异同。结果表明,在有意遗忘的研究范式下,自我参照加工和他人参照加工的回忆量之间不存在显著差异;但是自我参照条件下出现了有意遗忘现象,而他人参照加工条件下没有表现出有意遗忘现象。这表明,自我参照加工的材料,区辨性很高,因而有意遗忘的指导语激发的抑制作用对它有效,从而出现了遗忘现象。     

中国青年大学生朋友参照效应的实证研究

采用新的加工深度(Depth of processing)研究范式与随意编码(Incidental encoding)研究范式将中国青年大学生的好朋友与自我进行对比研究。结果发现:在新的加工深度研究范式下,朋友参照条件与自我参照条件下人格特质形容词的自由回忆率没有显著差异;在新的随意编码研究范式下,自我参照条件下人格特质形容词的自由回忆率显著高于朋友参照条件。结果表明,中国青年大学生的自我结构具有动态性的特征。     

“我的”最重要:儿童自我源判断能力的发展早于他人

自我参照范式是探索自我认知发展的重要范式,找到一个可靠方法获得一份稳定结果一直是儿童研究的重点和难点。研究以3岁至5岁儿童作为研究对象,通过所有权参照进行编码、图片再认和源判断进行检测。为了结果的稳定可靠,每位儿童需要参加4次测验。结果显示,图片再认上4岁、5岁儿童出现自我参照效应,源判断上3岁、4岁儿童出现自我参照效应。对源判断结果分析发现,自我参照成绩在各年龄组间保持不变、他人参照成绩随年龄增长逐渐提高,二者发展趋势的差异是5岁儿童源判断上没有自我参照效应的主要原因。以上结果说明,3~5岁儿童普遍存在自我参照效应,但测验方法会影响该效应的表现年龄;其次,自我源判断能力的发展早于他人,3~5岁之间他人源判断能力是在持续提高的;另外,4次测验间的比较证明,源判断测验较之再认具有更好的稳定性。     

错误记忆的自我参照效应：易化的作用

采用DRM范式,设置三种参照对象条件（自我、他人和中性参照）,考察错误记忆是否存在自我参照效应。结果发现：（1）与正确记忆一样,错误记忆中亦存在自我参照效应;（2）无论是正确记忆还是错误记忆,自我参照条件下的回忆成分均显著多于他人参照和中性参照,但熟悉性成分在三种不同参照对象条件下没有显著差异;（3）当词表中学习项目由分组呈现变为随机呈现时,错误记忆的自我参照效应仍稳定存在。结果揭示,自我参照效在促进正确记忆的同时,亦可易化错误记忆效应。     

加工深度与随意编码条件下母亲参照效应的对比研究

该研究采用新的研究范式在加工深度与随意编码条件下将母亲与自我进行对比研究.结果发现,在新的加工深度与随意编码研究范式下自我参照条件与母亲参照条件下的人格特质形容词的自由回忆率均没有显著差异.结果说明,新的研究范式可以用来探究母亲参照效应;中国人的自我概念中包括母亲.这一发现既是对前人研究结果的一种验证也是对母亲参照效应研究范式的一种扩展.     

虚拟所有权关系下的自我参照效应

通过两个实验,探讨了代词所确定的所有权关系对记忆的影响。实验1为2(参照条件:我的与他的)×3(报告类型:主试跟读、被试跟读与被试自己读)的混合设计,实验2为2(参照条件:我的与他的)×2(报告顺序:自己先报告与他人先报告)的被试内设计。实验中被试按相应的要求报告物品的所有权关系。结果发现,被试对自己的物品的回忆成绩显著高于对他人物品的回忆成绩,表现出所有权效应,说明即使由代词确定的虚拟所有权关系也对记忆有影响。     

自我参照对情绪性记忆定向遗忘的影响

关于自我参照效应的研究大多从信息编码角度考察自我参照的加工优势, 但作为记忆过程的另一重要方面, 自我参照对遗忘影响的研究较少。遗忘自身经历的情绪性记忆是日常生活中的常见现象。研究采用项目法定向遗忘范式(item-method directed forgetting)考察了自我参照对情绪性记忆定向遗忘的影响。实验一和实验二的结果都表明参照方式会影响定向遗忘：自我参照条件下的材料会发生定向遗忘; 而他人参照条件下的材料不会发生定向遗忘, 两种参照方式下材料间区辨性的不同是导致这一现象的原因。此外, 实验二采用回忆测试发现：自我参照对不同效价的情绪性记忆定向遗忘产生了不同影响, 而自我提升(self-enhancement)动机在其中起着重要的调节作用。     

Categorical and spatial modes of representation in young children's recall

Preschool children aged 4 and 6 were asked to recall a set of line drawings under two conditions: pictures blocked in category groups, and pictures blocked in noncategory groups. For 4-year-olds, the blocking condition made no difference in the structure of their recall; but for the 6-year-olds, the category blocking served as a support for category clustering of their recall lists. No purely spatial clustering appeared at either age. It was concluded that 6-year-olds' use of classes is closely linked to concrete spatial arrangement of objects.     

4～6岁儿童元记忆监测判断的发展

采用不同难度图对为记忆任务,考察了4～6岁儿童学习难易判断(EOL), 学习判断（JOL）和提取自信心判断(JOC)的发展特点。结果表明：三种元记忆监测水平随年龄增长均不断提高,任务难度不同三种元记忆监测发展水平不同,对低难度任务的元记忆监测显著好于高难度任务;三种元记忆监测在低难度任务下没有发展速度差异,高难度任务下4～5岁时回溯性监测(JOC)发展较快,5～6岁前瞻性监测(EOL/JOL)发展加速;有效元记忆监测存在任务难度差异和年龄差异。     

4-6岁儿童在小模型旋转任务中的线索学习与位置学习*

以90名4-6岁儿童为被试,探讨了儿童在小模型旋转任务中利用线索学习和位置学习表征空间位置的年龄特点。研究结果表明:(1)儿童对线索学习的利用要优于对位置学习的利用;(2)4岁儿童已经可以使用线索学习的方式表征空间位置,但到6岁左右才开始能够使用基于方向的位置学习;(3)线索特征对于儿童的线索学习有显著影响,明显、突出的线索有利于儿童的线索学习。     

Encoding specificity in the recall of pictures and words in children and adults

In this study, the modality of the retrieval cues (pictures or words) was varied in a cued recall task to determine how second and fourth grade children and college adults encode words (Experiment 1) and pictures (Experiment 2). According to the assumptions of the encoding specificity principle, cue modality should affect recall only to the degree to which subjects focus on modality specific (sensory) rather than nonmodality specific (semantic) information in stimuli. In both experiments, the results showed progressively smaller encoding specificity effects with increasing age. To ensure that differences in encoding activity were responsible for these effects, comparisons were made of recall patterns under intentional learn conditions, and under incidental conceptual and sensory orienting conditions. The recall patterns of the children in the conceptual orienting condition were similar to the adult patterns in the learn condition, and the adult recall patterns in the sensory orienting conditions were similar to those of the children in the learn conditions. These results suggest that there are developmental differences in encoding the sensory and semantic information in stimuli that may result from differences in the efficiency with which the semantic information in stimuli is processed. The results suggest that young children typically encode stimuli in a fashion that stresses the sensory aspects of the stimuli, and that recall suffers as a result.     

儿童青少年协作促进的发展

旨在考察不同年龄的个体, 在不同回忆序列和学习材料上协作促进的发展情况。采用3(回忆序列:协作—个人—个人〔CII〕、个人—协作—个人〔ICI〕、个人—个人—个人〔III〕)× 5(年龄:9、11、14、17、20)× 2(材料:图片、文字)的被试间设计。结果发现:(1)各年龄个体在CII和ICI两种回忆序列上均出现了协作促进, 且两种序列条件下被试的最终个人回忆成绩无差异;(2)另外, 17岁个体的协作促进量显著高于9岁、11岁、14岁和20岁, 其他各年龄之间无差异;(3)图片和文字的协作促进量无差异。这说明小组协作回忆的顺序对协作促进没有太大影响, 17岁个体协作促进的效果最好。     

Deafness and immediate memory for pictures: dissociations between "inner speech" and the "inner ear"?

Born-deaf, orally trained youngsters were examined on two tasks of immediate memory for pictures of objects. The aim was to investigate the extent of speech coding for pictures in immediate memory in a developmental context. The deaf, unlike young hearing children, did not use picture-name rhyme spontaneously as a cue to recall in a paired association task. Nevertheless, they were just as sensitive as reading age-matched hearing controls to spoken word length in recalling pictures by name. This might mean that the deaf use articulatory rehearsal in some immediate memory tasks, but this leads to a paradoxical conclusion. What could "inner speech" in the deaf be for, if it fails to affect their "inner ear" by inducing rhyme sensitivity in the paired associate task? This paradox is discussed in relation to distinctions between covert and overt use of memory cues in the paired recall task and to possible sources of the word length effect in young hearing (8-9 years old) and deaf subjects.     

A Longitudinal Study of Semantic Grouping Strategy Use in 6–11-Year-Old Children: Investigating Developmental Phases,the Role of Working Memory,and Strategy Transfer

This two-cohort longitudinal study on the development of the semantic grouping strategy had three goals. First, the authors examined if 6–7-year-olds are nonstrategic before becoming strategic after prompting at 8–9 years of age, and if 8–9-year-olds are prompted strategic before spontaneous strategy use at 10–11 years of age. Children 6–7 and 8–9 years old performed two sort-recall tasks (one without and one with a grouping prompt) at two time points separated 1.5 years from each other. Second, the authors investigated whether short-term or working memory capacity at time point 1 predicted recall in children who did or did not use the semantic grouping strategy 1.5 years later. Third, the authors investigated whether prompted strategic children and children who used the strategy spontaneously differed in strategy transfer to a new task. Developmental results confirmed previous cross-sectional results, but in a longitudinal two-cohort study 6–7-year-olds were nonstrategic, and became prompted strategic around 8–9 years of age, followed by spontaneous strategy use at age 10–11 years. The authors found that memory capacity was not predictive of later use of the strategy. New findings were that prompted strategic children were as equally able as spontaneously strategic children to transfer the strategy to a new task, albeit with smaller recall benefits.     

Binding, relational memory, and recall of naturalistic events: a developmental perspective

This research was an investigation of children's performance on a task that requires memory binding. In Experiments 1 and 2, 4-year-olds, 6-year-olds, and adults viewed complex pictures and were tested on memory for isolated parts in the pictures and on the part combinations (combination condition). The results suggested improvement in memory for the combinations between the ages of 4 and 6 years but not in memory for the isolated parts. In Experiments 2 and 3, the authors also examined the developmental relationship between performance in the combination condition and free recall of a naturalistic event, finding preliminary evidence that performance on a memory task that requires binding is positively related to performance in episodic memory.     

三种情境下4～8岁儿童自尊发展的实验研究

依据对儿童自尊结构的研究,发现儿童自尊是由重要感、自我胜任感和外表感三个因素构成。本研究采用表情实验方法,通过个别施测,考察了150名4~8岁儿童在重要感、自我胜任感、外表感三种不同结构情境下自尊发展特点。结果表明:(1)4~8岁儿童自尊总体发展存在非常显著的年龄差异;4岁儿童自尊发展水平最高,5岁儿童水平最低。(2)儿童自尊发展存在显著性别差异,女生发展水平显著高于男生。