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Patricia J. Bauer Jennifer Wenner Patricia L. Dropik & Sandi S. Wewerka 《Monographs of the Society for Research in Child Development》2000,65(4):172-183
In addition to the variables of interest in this research (namely, age, delay, sequence type, mode of experience, and verbal reminders), children's performance may have been affected by a number of features of the research design. This Appendix is a report of the results of analyses of three potential influences on the children's performance. First, we examined the possibility that the particular experimenter who conducted the session might have affected the children's performance. Second, we examined the possibility that conclusions regarding children's recall of the event sequences were qualified by specific event sequence effects. Third, we examined the possibility that differences in the lengths of the child-controlled response periods might account for the patterns of effects observed. Although in each case some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text. 相似文献
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Bauer PJ Wenner JA Dropik PL Wewerka SS 《Monographs of the Society for Research in Child Development》2000,65(4):i-vi, 1-204
The ability to recall is something that most intact adults take for granted. For much of the last century, this feature of mental life was not considered to extend to very young children. There now is evidence that 1- to 2-year-olds are able to recall specific events after delays of several months. Over the short term, 1- to 2-year-olds' recall is affected by the same factors that affect older children's recall; it is not clear whether similar effects are apparent over the long term. Moreover, although age-related increases in long-term recall are assumed, there have been few empirical tests of the question. We examined recall by 14- to 32-month-olds for events experienced at 13 to 20 months. Using elicited imitation of novel multistep event sequences we examined effects of (a) delay length, (b) age at the time of experience, (c) temporal structure of events, (d) mode of experience of events, and (e) availability of verbal reminders, on long-term recall. Participants were 360 children enrolled at 13 (n = 90), 16 (n = 180), and 20 (n = 90) months. All of the 13-month-olds and half of the 16-month-olds were tested on 3-step event sequences; all of the 20-month-olds and half of the 16-month-olds were tested on 4-step event sequences. Within each age and step-length group, equal numbers of children were tested after intervals of 1, 3, 6, 9, and 12 months (n = 18 per cell). Children were tested on a variety of sequence types. For half of the events, imitation was permitted prior to the delay; for the other half, children were not permitted imitation. At delayed testing, children experienced a recall period during which they were cued by the event-related props alone, followed by a period in which recall was cued both by the event-related props and by verbal labels for the event sequences. Within step-length groups, the length of time for which older and younger children showed evidence of memory did not differ. Nevertheless, when the children were prompted by the event-related props alone, there were age-related differences in the robustness of children's memories (as indexed by higher levels of recall for older children relative to younger children). When the children were prompted by the props and by verbal labels for the event sequences, at the longer retention intervals, there were age-related differences in the robustness of children's memories and in the reliability with which recall was evidenced (as indexed by the larger numbers of older children evincing recall). Age-related effects were particularly apparent on children's ordered recall. Across the entire age range, the children were similarly affected by the variables of sequence type, opportunity for imitation, and verbal reminding. 相似文献
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