心理发展与教育 ›› 2021, Vol. 37 ›› Issue (6): 761-767.doi: 10.16187/j.cnki.issn1001-4918.2021.06.01

• 认知与社会性发展 •    下一篇

编码和提取水平对儿童绑定加工发展的影响

龙翼婷1, 姜英杰1, 缴润凯1,2   

  1. 1. 东北师范大学心理学院, 长春 130024;
    2. 教育部幼儿园园长培训中心, 长春 130024
  • 发布日期:2021-11-16
  • 通讯作者: 姜英杰 E-mail:jiangyj993@nenu.edu.cn
  • 基金资助:
    国家社会科学基金项目(19BSH113)。

The Impact of Encoding and Retrieval on Children's Development of Binding

LONG Yiting1, JIANG Yingjie1, JIAO Runkai1,2   

  1. 1. School of Psychology, Northeast Normal University, Changchun 130024;
    2. National Training Center for Kindergarten Principals, Ministry of Education, Changchun 130024
  • Published:2021-11-16

摘要: 将情景中的各要素绑定加工成连贯的关系结构,是形成情景记忆的核心过程。本研究使用图像配对联想学习任务,在测试阶段采用自由回忆、线索回忆和再认任务,考察了儿童二元和三元绑定能力的发展及其中编码和提取能力的影响。结果表明,绑定加工能力随年龄增长而提高,二元绑定比三元绑定的发展开始得更早。编码水平对两种绑定能力存在不同影响,5岁儿童已经具有成熟的编码信息进行二元绑定加工的能力;但三元绑定受限于编码缺陷,在6.5岁后才因相应编码能力的缓慢提高而得到少量发展。但在儿童期内,二元和三元绑定同时受到了提取能力发展的促进。

关键词: 情景记忆, 绑定加工, 提取, 编码, 配对联想学习

Abstract: It is the core process of episodic memory to bind various elements in the episodes into coherent relational structures. In order to explore the development of binding in children's episodic memory and the different contributions of encoding and retrieval processes to binding, the present study recruited children from 5 to 10.5 to complete a paired-associated image learning task and three tests in different retrieval difficulties (free recall, cue recall and recognition). Results indicated that children's binding performance improve with age, and two-way bindings develop earlier than three-way bindings. Encoding ability plays different roles on two-way and three-way bindings. Children since 5 years have mature encoding process for two-way bindings, while the encoding ability for three-way bindings is limited and improve slowly after 6.5. However, both two-way bindings and three-way bindings in childhood are promoted by the development of retrieval.

Key words: episodic memory, binding, retrieval, encoding, paired-associate learning

中图分类号: 

  • B844
Cohen, N. J., Poldrack, R. A., & Eichenbaum, H. (1997). Memory for items and memory for relations in the procedural/declarative memory framework. Memory, 5(1-2), 131-178.
Drummey, A. B., & Newcombe, N. S. (2002). Developmental changes in source memory.Developmental Science, 5(4), 502-513.
Humphreys, M. S., Bain, J. D., & Pike, R. (1989). Different Ways to Cue a Coherent Memory System:A Theory for Episodic, Semantic, and Procedural Tasks.Psychological Review, 96(2), 208-233.
Lee, J. K., Wendelken, C., Bunge, S. A., & Ghetti, S. (2016). A Time and Place for Everything:Developmental Differences in the Building Blocks of Episodic Memory.Child Development, 87(1), 194-210.
Lloyd, M. E., Doydum, A. O., & Newcombe, N. S. (2009). Memory binding in early childhood:Evidence for a retrieval deficit.Child Development, 80(5), 1321-1328.
Murre, J. M. J., Wolters, G., & Raffone, A. (2006). Binding in working memory and long-term memory:Towards an integrated model. In H. D. Zimmer, A. Mecklinger, & U. Lindenberger(Eds.). Handbook of binding and memory:Perspectives from cognitive neuro-science(pp.221-250). Oxford:Oxford University Press.
Newcombe, N. S., Lloyd, M. E., & Ratliff, K. R. (2007) Development of episodic and autobiographical memory:A cognitive neuroscience perspective. Advances in Child Development and Behavior, 35, 37-85.
Paller, K. A., Voss, J. L., & Boehm, S. G. (2007). Validating neural correlates of familiarity.Trends in Cognitive Sciences, 11(6), 243-250.
Picard, L., Abram, M., Orriols, E., & Piolino, P. (2017). Virtual reality as an ecologically valid tool for assessing multifaceted episodic memory in children and adolescents.International Journal of Behavioral Development, 41(2), 211-219.
Picard, L., Cousin, S., Guillery-Girard, B., Eustache, F., & Piolino, P. (2012). How Do the Different Components of Episodic Memory Develop? Role of Executive Functions and Short-Term Feature-Binding Abilities.Child Development, 83(3), 1037-1050.
Riggins, T.(2014). Longitudinal investigation of source memory reveals different developmental trajectories for item memory and binding. Developmental Psychology, 50(2), 449-459.
Shing, Y. L., Werkle-Bergner, M., Li, S.-C., & Lindenberger, U. (2008). Associative and strategic components of episodic memory:A life-span dissociation.Journal of Experimental Psychology-General, 137(3), 495-513.
Sluzenski, J., Newcombe, N., & Ottinger, W. (2004). Changes in reality monitoring and episodic memory in early childhood.Developmental Science, 7(2), 225-245.
Sluzenski, J., Newcombe, N. S., & Kovacs, S. L. (2006). Binding, relational memory, and recall of naturalistic events:A developmental perspective.Journal of Experimental Psychology:Learning Memory and Cognition, 32(1), 89-100.
Treisman, A. (1996). The binding problem.Current Opinion in Neurobiology, 6(2), 171-178.
Tulving, E. (2001). Episodic memory and common sense:How far apart? Philosophical Transactions of the Royal Society B-Biological Sciences, 356(1413), 1505-1515.
Yim, H., Osth, A. F., Sloutsky, V. M., & Dennis, S. J. (2018). Evidence for the use of three-way binding structures in associative and source recognition.Journal of Memory and Language, 100, 89-97.
Yim, H., Dennis, S. J., & Sloutsky, V. M. (2013). The development of episodic memory:Items, contexts, and relations.Psychological Science, 24(11), 2163-2172.
Zimmer, H. D., Mecklinger, A., & Lindenberger, U. (2012).Handbook of Binding and Memory:Perspectives from Cognitive Neuroscience.Oxford University Press.
姜英杰, 严燕. (2013). 4~6岁儿童元记忆监测判断的发展. 心理科学. 36(02), 406-410.
金雪莲, 姜英杰, 王志伟. (2018). 3~6岁儿童情景记忆及其监测能力的发展. 心理与行为研究, 16(5), 650-656.
王晶, 陈英和, 仲宁宁. (2009). 对低执行功能小学儿童的训练研究. 中国临床心理学杂志. 17(06), 777-779.
张路得, 张彩华. (2010). 记忆训练对轻度认知功能障碍患者的影响. 上海护理. 10(06), 48-51.
[1] 储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[2] 刘岩, 张宏飞, 卢鑫, 曲可佳. 数学概率问题解决学习中的测试效应及有效促进[J]. 心理发展与教育, 2024, 40(2): 215-223.
[3] 王丽娟, 马嘉琳. 美术生和非美术生的动作记忆表象编码[J]. 心理发展与教育, 2023, 39(4): 457-464.
[4] 仝宇光, 李亚平, 刘志国, 宋耀武. 不同情境转换对重复学习条件下类别-例词回忆的影响[J]. 心理发展与教育, 2022, 38(3): 305-314.
[5] 马小凤, 文美琪, 史凯, 杜青青, 姚贝, 穆缘, 霍小宁. 记忆编码策略对心境一致性记忆的调节作用[J]. 心理发展与教育, 2022, 38(2): 161-170.
[6] 刘湍丽, 单亚菲, 邢敏, 白学军. 工作记忆中的部分线索效应:任务呈现方式的影响[J]. 心理发展与教育, 2021, 37(4): 489-497.
[7] 姜英杰, 金雪莲, 龙翼婷. 儿童情景记忆绑定加工:研究范式、发展特点及影响因素[J]. 心理发展与教育, 2019, 35(2): 246-253.
[8] 窦文菲, 胡清芬. 语言线索对空间关系表征的影响及其机制[J]. 心理发展与教育, 2018, 34(5): 633-640.
[9] 马小凤, 汪李玲, 周爱保. 午睡对提取诱发遗忘的影响[J]. 心理发展与教育, 2017, 33(6): 658-665.
[10] 苏永强, 付福音, 刘志方, 陈朝阳. 阅读中词汇视觉编码年老化的原因:基于消失文本实验的证据[J]. 心理发展与教育, 2017, 33(4): 433-440.
[11] 宋晓蕾, 李洋洋, 张诗熠, 张俊婷. 人际情境对幼儿联合Simon效应的影响机制[J]. 心理发展与教育, 2017, 33(3): 273-281.
[12] 马小凤, 周爱保, 杨小娥. 线索强度:检验提取练习效应内部机制的重要变量[J]. 心理发展与教育, 2017, 33(3): 313-320.
[13] 刘岩, 刘静, 王敏楠. 心理时间旅行与自我:发展中关系模式的转换[J]. 心理发展与教育, 2016, 32(1): 17-25.
[14] 陈钰, 李虹, 张洁, 阮晓彤, 饶夏溦, 伍新春. 书面字形在汉语低年级儿童口语词汇学习中的作用[J]. 心理发展与教育, 2014, 30(6): 616-623.
[15] 郑俊, 张玮, 罗良. 线索强度对测试效应的调节:时间间隔上的差异[J]. 心理发展与教育, 2014, 30(6): 609-615.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!