青少年语义错误记忆发展:学习测验因素  

Development of Semantic False Memories in Adolescents: Study and Test Factors

作　　者：郭滢 陈晓丹 刘文志 刘雨彤 朱皕[1,2] GUO Ying;CHEN Xiaodan;LIU Wenzhi;LIU Yutong;ZHU Bi(State Key Laboratory of Cognitive Neuroscience and Learning,Beijing Normal University,Beijing 100875;Institute of Developmental Psychology,Beijing Normal University,Beijing 100875;Nanshan Foreign Language Senior High School,Shenzhen 518000;School of Education,Cangzhou Normal University,Cangzhou 061001;Zhengzhou No.56 High School,Zhengzhou 451450)

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [2]北京师范大学发展心理研究院,北京100875 [3]南山外国语学校(集团)高级中学,深圳518000 [4]沧州师范学院教育学院,沧州061001 [5]郑州市第五十六高级中学,郑州451450

出　　处：《心理发展与教育》2025年第1期12-21,共10页Psychological Development and Education

基　　金：国家自然科学基金面上项目(31971000)。

摘　　要：该研究以中文词语为材料,用3个实验考察青少年语义错误记忆的发展以及学习视听通道和测验间隔时间的影响。实验1比较初中生、高中生和大学生的回忆。实验2对比高中生和大学生在立即测验和一周后延迟测验中的再认。实验3对比高中生和大学生在视、听学习后的再认。结果发现:初、高中生的错误回忆低于大学生,而初中生的真实回忆低于高中生和大学生(实验1)。测验间隔时间的延长会降低真实再认,增加错误再认,并且立即测验时,高中生的真实再认低于大学生,而错误再认无年龄差异;延迟测验时,高中生的真实和错误再认均低于大学生(实验2)。高中生和大学生在视觉学习后的立即视觉测验中都比听觉学习后的真实再认高且错误再认低,该效应没有年龄差异(实验3)。该结果反映了青少年字面和要旨记忆发展,支持了模糊痕迹理论,也便于我们更加深入理解青少年的记忆发展。This study investigated the development of semantic false memories in Chinese adolescents,and explored the effect of learning and testing on adolescents’semantic false memories by comparing visual versus auditory studies and immediate versus delayed tests.Experiment 1 examined the differences in semantic false recall among middle school,high school and college students.Experiment 2 explored the differences in semantic false recognition between high school and college students on immediate and delayed one-week tests.Experiment 3 explored the differences in semantic false recognition between high school and college students after visual and auditory learning.Results showed that semantic false recall of middle and high school students was lower than that of college students,while true recall of middle school students was lower than that of high school and college students(Experiment 1).Prolonged testing intervals led to a decrease in true recognition and an increase in false recognition.Specifically,high school students had lower true recognition rates and comparable false recognition rates than college students in the immediate test,while high school students had both lower true and false recognition rates than college students in the delayed test(Experiment 2).Both high school students and college students had higher true recognition and lower false recognition in the immediate visual test after visual learning than after auditory learning,with no age group differences(Experiment 3).In support of fuzzy trace theory,these findings illustrate the development of verbatim and gist traces and may help us to understand the memory development of adolescents.

关 键 词：记忆发展 错误记忆 中学生 大学生 学习测验 

分 类 号：B844[哲学宗教—发展与教育心理学]