Learning strategy differentially impacts memory connections in children and adults

Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways—as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on children's learning mechanisms, or rather their deployment of suboptimal strategy. Here, 7–9-year-old children (N = 154) and young adults (N = 130) first formed strong memories for initial (AB) associations and then engaged in one of three learning strategies as they viewed overlapping (BC) pairs. We found that being told to integrate—combine ABC during learning—both significantly improved children's ability to explicitly relate the indirectly associated A and C items during inference and protected the underlying pair memories from forgetting. However, this finding contrasted with implicit evidence for memory-to-memory connections: Adults and children both formed A-C links prior to any knowledge of an inference test—yet for children, such links were most apparent when they were told to simply encode BC, not integrate. Moreover, the accessibility of such implicit links differed between children and adults, with adults using them to make explicit inferences but children only doing so for well-established direct AB pairs. These results suggest that while a lack of integration strategy may explain a large share of the developmental differences in explicit inference, children and adults nevertheless differ in both the circumstances under which they connect interrelated memories and their ability to later leverage those links to inform flexible behaviours.

Research Highlights

• Children and adults view AB and BC pairs related through a shared item, B. This provides an opportunity for learners to connect A–C in memory.
• Being encouraged to integrate ABC during learning boosted performance on an explicit test of A–C connections (children and adults) and protected from forgetting (children).
• Children and adults differed in when implicit A–C connections were formed—occurring primarily when told to separately encode BC (children) versus integrate (adults), respectively.
• Adults used implicit A–C connections to facilitate explicit judgments, while children did not. Our results suggest developmental differences in the learning conditions promoting memory-to-memory connections.

     

Married Mixed-gender Couples’ Midlife Employment and Later Life Well-being and Housework

Sex Roles - This study explored the role of midlife market-work arrangements of married mixed-gender couples on gendered experiences in emotional well-being and housework during the encore years....     

我和道教文化研究——为纪念改革开放三十年而作

1978年12月党的十一届三中全会召开以来的三十年,是改革开放的三十年,也是解放思想的三十年.正是思想的大解放,推动了中国社会的大变革和大发展,也促进了包括道教文化在内的中华民族传统文化的全面振兴和飞跃发展.     

"存在"或"是":也谈Sein的翻译问题——从康德的Sein论题和海德格尔对之所作的现象学分析谈起

在康德和海德格尔哲学中,Sein一词在一般的意义上被称为Seinüberhaupt,它既可以作逻辑的(logisch)运用,充当逻辑系词Kopula,也可以作康德所说的"绝对的断定",即海德格尔所说的"存在上的"(ontisch)运用,此时的Sein在断定一个对象的客观存在,因而与Existenz(实存)的含义相同.Sein überhaupt和作为逻辑系词Kopula的Sein都应该翻译为"是",但作绝对断定或表示存在的Sein,翻译为"存在"或"实存"都是可以的.     

建设社会,还是建设政权?--从政权合法性角度看当前的社区建设

合法性危机是政治学中政治发展理论长期关注的问题,当前世界各国都普遍存在着政权合法性危机,发展中的中国因处于社会转型时期也存在着国家与基层社会层面潜在的政权合法性危机。社区建设通过宣传以民主与法治为内容的意识形态以及提高社区治理绩效等方式,巩固并加强了城市基层政权的合法性基础。     

有关文殊师利菩萨的经典

殊菩萨是大乘佛教的首席菩萨，那么，关于他的佛教经典有多少？是什么呢？按印顺法师《初期大乘佛教之起源与展开》第二十一章第一节说：“佛为殊说的有4种；以殊为主体或参加问答的有8种；殊所说部分有3种；以经体裁长行或偈颂诵出的：以殊为主体的有3种；殊所说一部分的有11种、以神咒的有3种；殊未参与论议，也被提到的有42种，共计74种。”