认知方式与线索提示对学龄儿童基于事件前瞻记忆的影响  

The Effects of Cognitive Style and Cues Reminding on Event-based Prospective Memory in School-age Children

作　　者：王丽娟[1] 于战宇[1] 

机构地区：[1]吉林大学心理学系,吉林长春130012

出　　处：《浙江大学学报（人文社会科学版）》2015年第3期177-186,共10页Journal of Zhejiang University:Humanities and Social Sciences

基　　金：国家自然科学基金青年科学基金项目(30900388)

摘　　要：通过严格控制实验程序,首次考察认知方式和线索提示对8岁、10岁、12岁学龄儿童EBPM的影响,并分析学龄儿童EBPM的发展趋势后发现:(1)8—12岁儿童EBPM能力仍在持续向前发展;(2)认知方式在儿童EBPM加工过程中扮演着重要角色,对年幼儿童(8岁和10岁)来说,场独立者更善于完成EBPM任务,而对12岁儿童来说,场独立者与场依存者都可以很好地完成EBPM任务;(3)线索提示有助于学龄儿童完成EBPM任务,并能弥补场依存儿童EBPM能力上的不足。研究结果支持PM多重加工理论。Prospective memory represents the ability of remembering to carry out an intended action in the future. So far, a large number of literature had proved that the event-based prospective memory ability of preschoolers kept increasing with age. By contrast, few studies had explored the trajectory of event-based prospective memory in school-age children and the results had not reached an agreement. Besides~ the existing research results indicated that executive function was correlated with cognitive style and prospective memory respectively. The previous studies also verified the effect of cognitive style on adolescent＇s event-based prospective memory performance. In this paper, the school-age children were assessed systematically to conduct an in-depth analysis of this effect. Apart from the individual factor, the environmental factor of cues reminding is a special variable to promote the performance of event-based prospective memory in all probability. However, the available discussions failed to interpret itsmechanism. Based on the above reasons, the present study has explored the effects of cognitive style and cues reminding on event-based prospective memory in school-age children from the viewpoints of individual factor and environmental factor, which would he the first attempt in the related field. Not only would this clear the developmental trajectory of event-based prospective memory in school-age children, but also could test the prospective memory theories from the development perspective. The whole experiment was composed of two steps. Firstly, two groups of the participants field independent group/field-dependent group were divided into two subgroups： one with the use of Embedded Figures Test （EFT）, the other one without EFT. Each group consisted of one hundred 8-, 10-, and 12 year-old students. In the second step, the classic paradigm of prospective memory was applied to test the event-based prospective memory performance in school-age children. The cues reminding information was offered or not

关 键 词：学龄儿童 基于事件前瞻记忆(EBPM) 认知方式 线索提示 多重加工理论 

分 类 号：B842.3[哲学宗教—基础心理学]