二年级小学生“记”“忆”策略的微观发生研究

采用微观发生法,以33名小学二年级学生为被试,以记忆书面语词的分类材料为任务,对儿童记忆过程中"记"、"忆"策略的不同发展规律进行了5个期间的测查.结果发现:(1)分类记忆策略的发展既有突变过程也有渐变过程:分类记策略有生成缺陷,表现为训练后的突然变化;分类忆策略则是一个可以自发形成的渐变过程,如果加以适当的训练也会发生突然的增长.(2)在材料熟悉度较低的情况下,会使少量儿童产生分类记、忆策略使用缺陷现象.

The Difference between Children's Encoding Strategies and Retrieval Strategies

The research selected 33 grade 2 students of a primary school,among whom boys and girls are half-and-half.Their age is between 83 and 106 months.The average is 94 months.Microgenitic design was used.Children's memory performances were tested in 5 independent interval using a words list including 15 words within 3 categories.The Results were as follows:(1) during the development of the category memory strategy,there are the processes of sudden change as well as gradual change,category encoding strategies had production deficiency,category retrieval strategies are spontaneous gradual changing process.,and both of them will increase suddenly after training;(2) when tasks are unfamiliar,a few children have the phenomenon of the category encoding strategies and retrieval strategies applying defects.