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1.
Miller P 《American annals of the deaf》2002,147(5):56-70
The study investigated the short-term recall of serially presented verbal(izable) information by prelingually deafened individuals and hearing individuals, and reconsidered how short-term memory (STM) is linked with their reading skills and their memory coding strategies. A computer-controlled paradigm calling for written ordered recall of 12 lists of 8 consecutively displayed Hebrew nouns was used to assess STM capacity. Forty-nine students with prelingual deafness (mean grade 6.9) and 39 hearing students (mean grade 6.5) participated in the experiment. Twenty-seven of the participants with deafness were raised according to an oral philosophy. The remaining 22 participants from the deaf group used sign language as their preferred communication code. In general, the findings suggest that neither discrepancy in the ordered short-term recall of verbal materials nor discrepancies in reading comprehension are directly assignable to differences in the memory coding strategies of prelingually deafened and hearing individuals. If such functional discrepancies develop, they reflect absent or insufficiently internalized knowledge. 相似文献
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Rats were presented with 2, 4, 6, 8, or 10 spatial locations on a 12-arm radial maze and on a subsequent test were required to choose between a place previously visited and a novel place. The animals were reinforced for entering the novel spatial location. During learning, animals showed an increase in errors as the number of places to be remembered increased from 2 to 8, indicating the use of a retrospective memory code. These animals also showed a decrease in errors as the number of places to remember increased from 8 to 10, indicating the use of a prospective memory code. In an analogous mnemonic task, college students were presented with 2, 4, 6, 8, 10, 12, or 14 Xs, shown one at a time, marked on a grid of 16 squares. On a subsequent test, the college students were asked to choose between a novel X and one that had appeared previously. Subjects were asked to circle the novel X. On the basis of their verbal reports, the subjects were divided into two groups reflecting different memory coding strategies. The subjects who reported a retrospective coding strategy showed an increase in errors as the list length increased. The subjects who reported a retrospective and prospective strategy showed an initial increase in errors for list lengths of 2 to 8 items followed by a decrease in errors for list lengths of 8 to 14 items. The results are interpreted to reflect a correspondence between animals and humans in the use of coding strategies aimed at facilitating memory performance for long lists of information. 相似文献
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Episodic memory relies on discriminating among similar elements of episodes. Mnemonic discrimination is relatively poor at age 4, and then improves markedly. We investigated whether motivation to encode items with fine-grain resolution would change this picture of development, using an engaging computer-administered memory task in which a bird ate items that made her healthier (gain frame), sicker (loss frame), or led to no change (control condition). Using gain-loss framing led to enhanced mnemonic discrimination in 4- and 5-year-olds, but did not affect older children or adults. Despite this differential improvement, age-related differences persisted. An additional finding was that loss-framing led to greater mnemonic discrimination than gain-framing across age groups. Motivation only partially accounts for the improvement in mnemonic discrimination. 相似文献
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Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext 总被引：2，自引：0，他引：2
Johannes Naumann Tobias Richter Ursula Christmann Norbert Groeben 《Learning and individual differences》2008,18(2):197-213
Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be overtaxed. In addition, efficient basic reading comprehension processes are important for strategy training to be successful: When both the newly acquired strategies and poorly routinized basic reading comprehension processes compete for working memory resources, navigation within the hypertext and learning might deteriorate rather than improve. In an experiment, 64 undergraduates learned with a comprehensive expository hypertext after receiving either a cognitive or a metacognitive or no strategy training. In line with the predictions, learners high on working memory capacity or reading skill could profit from learning strategy training in terms of learning outcomes and the quality of their navigational behavior. Learners low on working memory capacity or reading skill, in contrast, performed worse in both training conditions compared to the control condition. The improvement in learning outcomes for skilled learners as well as the impairment in learning outcomes for unskilled learners could be shown to be indirect effects mediated by the quality of navigational behavior. 相似文献
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In 4 studies with 18-24-month-old children, evidence was obtained of strategy-like behaviors in a memory-for-location task in which the child had to remember in what natural location a toy had been hidden. The children exhibited behaviors that resemble the mature strategies of rehearsal and monitoring, including talking about the toy or its hiding place and looking or pointing at it during the delay interval. In Experiments 1 and 2, these strategy-like behaviors were engaged in differentially as a function of familiarity, both of the setting in which the task was embedded and of the task itself. Significantly more target behaviors occurred in an unfamiliar than in a familiar setting, and more target behaviors occurred on the first than on the second day of observation. In Experiment 3, when the basic memory task was modified to remove the memory demands from the child, very few of the strategy-like behaviors occurred, indicating that they were indeed memory specific. In the fourth experiment, the rehearsal-like behaviors were shown to be related to subsequent retrieval. We interpret these results as evidence of an early natural propensity to keep alive what must be remembered, a rudimentary and imperfect version of what will later become more elaborate and planful mnemonic strategies. 相似文献
7.
Miller P 《Journal of deaf studies and deaf education》2007,12(2):184-208
The purpose of this study was to determine the nature and efficiency of the strategies used by prelingually deafened native signers for the temporary retention of written words with reference to a primary language-coding hypothesis (M. A. Shand, 1982). For the gathering of the data, participants were shown lists of serially presented written target words that they were asked to recognize according to their presentation order from within word pools that contained different types of code-specific distracter words. Three performance dimensions were examined: (a) false recognition of target words, (b) correct recognition of target words, and (c) retention of target word presentation order. Participants were prelingually deafened native signers (n=11, average grade level=8.18 [1.17]) and a hearing control group (n=25, average grade level=9.00 [0.76]). Findings from the analysis of the nature of false recognition and the number of correctly recognized words show convincingly that formationally similar distracter words interfered with the memory performance of the native signers and phonologically similar distracter words with that of the hearing control group. It was concluded that the participants decoded written words into a code reflecting their primary language experience for their temporary retention in working memory. 相似文献
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Joel R. Levin Beverly J. Dretzke Christine B. McCormick Thomas E. Scruggs Julia E. McGivern Margo A. Mastropieri Ph.D. in special education 《Educational technology research and development : ETR & D》1983,31(3):161-173
In three experiments, junior high school students learned the numerical order of 14 U.S. presidents according to either a complex mnemonic strategy or their own techniques. Reliable performancepattern differences between the two groups were detected, both in the presence and absence of overall level-of-recall differences. Chief among the pattern differences were the classic serial-position profiles produced by control subjects, but not by those using mnemonic strategies, and the slower response times (suggesting a more complex retrieval process) of subjects using mnemonic strategies. 相似文献
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Robert D. Hill Jerome A. Yesavage Javaid Sheikh Leah Friedman 《Educational gerontology》2013,39(6):633-639
The present study assessed the association between rated mental status and response to a memory‐training program. A commonly used general measure of cognitive impairment, the Mini‐Mental State Exam (MMSE), was administered to 102 elderly participants enrolled in a 2‐week memory‐training program. The program used two visual‐imagery mnemonics (name‐face recall and list learning by the “method of loci"). The MMSE scores were positively related to improvement in recall performance. Individuals with relatively mild deficits (those scoring below 29) showed less improvement than those scoring 29 and 30. Differences in ability to benefit from training were also noted between the two mnemonic devices, suggesting a more rapid fall off in ability to benefit from training with a more complex mnemonic, the method of loci. 相似文献
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JOEL R. LEVIN 《教育心理学家》2013,48(2):70-85
This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy skill development (including the mnemonic keyword method of vocabulary learning and pictorial strategies for remembering text information); and memory strategy monitoring and test preparation. The article is liberally sprinkled with personal accounts and anecdotes of Mike's early career experiences (as a graduate student, postgraduate researcher, and young professor). From the very beginning, there was no mistaking the professional promise of this young educational psychology researcher and scholar. 相似文献
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邱雪琳 《顺德职业技术学院学报》2014,(1):57-60,69
基于注意理论、记忆理论、词块音位重复理论,针对音位重复对词块记忆的影响进行探索,旨在为中国英语学习者提供词块的补充性学习策略。研究发现：音位重复的词块和无音位重复的词块的助记效果有显著性差异;单词重复和押尾韵（双韵）的助记效果最好,押元音韵的助记效果最差,押头韵的助记效果居中。 相似文献
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If You're Happy and You Know It: Positive Moods Reduce Age‐Related Differences in False Memory 
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下载免费PDF全文 When tested in the Deese–Roediger–McDermott paradigm, children typically exhibit fewer false memories than do adolescents or adults. Here, participants’ moods and the valence of word lists were manipulated to explore the mechanism responsible for this developmental reversal in memory performance. Children (7‐ to 8‐year‐olds), adolescents (11‐ to 12‐year‐olds), and young adults (18‐ to 22‐year‐olds; N = 270) were assigned to one of three induced mood conditions and were presented with emotional word lists. In negative moods, adolescents and adults falsely recalled more negative information than did children, showing the typical developmental reversal effect. This effect, however, was eliminated when participants were in positive moods. The findings provide support for associative‐activation theory and have important implications for our understanding of the development of emotional false memories. 相似文献
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Sabry M. Abd‐El‐Fattah 《教育心理学》2011,31(4):497-511
The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance. 相似文献
15.
Lacy E. Krueger 《Educational gerontology》2013,39(9):604-615
Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20–87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning. 相似文献
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Anthony A. Wright 《Learning & behavior》2002,30(2):158-164
A rhesus monkey was tested in an auditory list memory task with blocked and mixed retention delays. Each list of four natural or environmental sounds (from a center speaker) was followed by a retention delay (0, 1, 2, 10, 20, or 30 sec) and then by a recognition test (from two side speakers). The monkey had been tested for 12 years in tasks with blocked delays. An earlier (4 years prior) blocked-delay test was repeated, with virtually identical results. The results from the mixed-delay test were likewise similar. Thus, the peculiarities of blocked-delay testing, such as delay predictability or differences in list spacing, apparently do not alter this monkey’s memory for auditory lists. It is concluded from this and other evidence that the monkey’s serial position functions reflect mnemonic processes that change with changes in retention delay and are not artifacts of the blocked-delay procedure. The nature of the monkey’s auditory memory is discussed. 相似文献
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Krueger LE 《Educational gerontology》2012,38(9):604-615
Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20-87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning. 相似文献
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Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. All age groups achieved high decision performance and were sensitive to gain–loss magnitudes, suggesting that required core cognitive abilities are developed early. A cognitive-modeling analysis of performance revealed that children were less efficient in object evaluation (drift rate) and had longer nondecision times than adults. Developmental differences, which emerged particularly for objects of high positive net value, were linked to mnemonic and numerical abilities. 相似文献
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Objective: To investigate gender difference in the effects of daytime sleep on item and source memories, which are dissociable elements of declarative memory, and the effects of sleep on recollection and familiarity, which are two processes underlying recognition. Methods: Participants saw a series of pictures with either blue or red background, and were then given a pretest for item and source memories. Then males and females respectively were randomly assigned either to a wake or a sleep condition. In the wake condition, participants remained awake until the posttest; in the sleep condition, participants slept for 1 h until awakened and asked to remain awake until the posttest. Results: Daytime sleep contributed to retention of source memory rather than item memory in females, whereas males undergoing daytime sleep had a trend towards increased familiarity. For females, however, neither recollection nor familiarity appeared to be influenced by daytime sleep. Conclusion: The mechanism underlying gender difference may be linked with different memory traces resulting from different encoding strategies, as well as with different electrophysiological changes during daytime sleep. 相似文献
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In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity. 相似文献