7~11岁小学生前瞻记忆的自我参照效应及其认知机制  

The self-reference effect in prospective memory and its cognitive mechanisms in elementary school students aged 7 to 11 years

作　　者：辛聪 陈幼贞 田蜜 刘国雄 XIN Cong;CHEN Youzhen;TIAN Mi;LIU Guoxiong(School of Psychology,Fujian Normal University,Fuzhou 350117,China;School of Education Science,Nanjing Normal University,Nanjing 210097,China;School of Psychology,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]福建师范大学心理学院,福州350117 [2]南京师范大学教育科学学院,南京210097 [3]南京师范大学心理学院,南京210097

出　　处：《心理学报》2025年第5期775-791,共17页Acta Psychologica Sinica

基　　金：国家自然科学基金青年项目(32200847);江苏省高校哲学社会科学研究重大项目(2022SJZD100)。

摘　　要：本研究首次采用所有权范式,通过3个实验探究了7至11岁小学生前瞻记忆自我参照效应的产生及其认知机制。结果显示:(1)无论主动选择(实验1)还是被动分配所有权(实验2),小学生均会出现前瞻记忆自我参照效应,且高年级小学生产生了更大效应;(2)高进行中任务认知负荷条件,无论显著性还是非显著性目标,均未出现前瞻记忆自我参照效应。低认知负荷条件,显著性目标未观察到前瞻记忆自我参照效应,但非显著性目标出现了该效应。而且,个体会根据任务情境在自我和他人参照的前瞻记忆目标出现前、后灵活分配认知资源。当认知资源不足时,个体会优先分配认知资源给与自我相关的前瞻记忆目标(实验3)。研究表明,通过所有权范式,7至11岁小学生中能观察到较为稳定的前瞻记忆自我参照效应,该效应的产生会消耗认知资源。而且,认知资源会根据任务情境灵活分配,并呈现出动态加工的特点,支持了认知资源密集型动态加工。The self-reference effect in prospective memory(PM)refers to the phenomenon in which memory performance for self-referenced planned events or activities,at an appropriate time or situation in the future,is superior to that for other-referenced conditions.Despite its significance,research on the self-reference effect within the realm of PM remains scarce.Elementary school children have a heightened need for PM;thus,focusing on the self-reference effect in this population can provide insights into how they process information related to themselves and others when remembering future events and how the role of“self”can be leveraged to enhance their PM.This study investigated the generation of the self-reference effect in PM and its cognitive mechanisms in elementary school students aged 7−11 years through three experiments,in conjunction with an ownership paradigm.This study employed the ownership paradigm for the first time to investigate the existence of the selfreference effect in the domain of PM among elementary school students,using the perspectives of active selection(Experiment 1)and passive allocation(Experiment 2).Findings indicated that elementary school students exhibited superior memory performance for self-referenced PM targets compared to those referenced by others,regardless of whether ownership was determined through active selection or passive allocation.This finding confirms the existence of the self-reference effect in PM among the elementary school students.Furthermore,compared with the 7-and 9-year-old groups of elementary school students,the 11-year-old group exhibited larger self-reference effect in PM.In Experiment 3,the focus shifted to directly investigating the processing mechanism of the self-reference effect in PM by manipulating the target salience and the cognitive load of the ongoing task to observe changes in cognitive resources.Under a high cognitive load condition,the self-reference effect in PM was absent in the salient and non-salient target conditions among the elementary

关 键 词：前瞻记忆 自我参照效应 认知资源 小学生 

分 类 号：B844[哲学宗教—发展与教育心理学]