分类材料“记”策略的微观发生研究  

A Microgenetic research:The Difference between Children's Encoding Strategies

作　　者：费广洪[1] 陈秋蓉[2] 

机构地区：[1]深圳大学心理学系 [2]深圳大学

出　　处：《社会心理科学》2011年第5期126-131,共6页Science of Social Psychology

摘　　要：本文采用微观发生法,以36名小学二年级学生为被试,平均年龄为88个月,以记书面语词的分类材料为任务,对儿童记过程中记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;(2)分类记策略的使用有效提高了记忆的成绩。The research selected 36 grade 2 students of a primary school, among whom boys and girls are half-and-half. Their age is between 83 and 93 months. The average is 88 months. Microgenetic 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, and will increase suddenly after training; （2） category encoding strategy is useful for improving grades;

关 键 词：微观发生法 记策略 分类材料 

分 类 号：B844.1[哲学宗教—发展与教育心理学]