超常与普通儿童元记忆知识发展的实验研究  

THE DEVELOPMENT OF GIFTED AND NON-GIFTED YOUNG CHILDREN IN METAMEMORY KNOWLEDGE

作　　者：桑标[1] 缪小春[1] 邓赐平[1] E.vanLieshout F.J.Mnks 

机构地区：[1]华东师范大学心理学系,上海200062 [2]UniversityofNijmegen

出　　处：《心理科学》2002年第4期406-409,424,共5页Journal of Psychological Science

摘　　要：本研究主要探讨超常儿童与普通儿童早期元记忆知识的发展。运用对偶图片对被试的个体变量、项目变量、过程变量、策略变量、遗忘与回忆变量知识分别进行了考察。结果表明 ,5 - 7岁儿童是元记忆知识快速发展的时期 ,每一年龄组儿童的元记忆知识总体水平都显著地高于低一年龄组的儿童 ;超常儿童的元记忆知识水平均与高一年龄组的普通儿童基本相同 。The main purpose of this study was to investigate the early developmental trend in young children's metamemory knowledge, and to see whether there was any difference between gifted and non gifted children. The subjects were selected according to their IQ in the Raven test. 30 gifted and 92 non gifted children were shown pairs of drawings,each pair of which represented two different situations of a person trying to remember something, and subsequently asked to choose which situation of the pair was easier for people's memory performance or recall. Five aspects of the metamemory knowledge were tested in the experiment: Personal variables, item variables, process variables,strategy variables, and forget/recall variables. The results showed: (A) Children aged from 5 7 were found to be developing quickly their knowledge about memory.(B) There was a different developmental trend in the five memory variables when compared within the same experimental group. (C) Gifted children developed at a constantly higher level than the same age non gifted group in most areas. In general the development of young children's metamemory knowledge seemed to be best described by the monotonic development hypothesis.

关 键 词：儿童心理 元记忆知识 回忆变量知识 策略变量 

分 类 号：B842[哲学宗教—基础心理学]