幼儿心理理论与时序记忆的关系——来自时序记忆分离的证据

摘要/Abstract

摘要： 研究检验了时序记忆与心理理论的关系.实验一对39个3.5～5.5岁儿童的时序记忆能力以及心理理论表现进行测查,考察了因果关系、相关关系、无因果无相关关系三类不同性质的材料测得的时序记忆与心理理论的关系;90个儿童参与了实验二,通过正叙、倒叙、预叙三种叙述方式将时序记忆分离为理解性时序记忆和机械性时序记忆,再分别考察与心理理论的关系.结果发现,在不同性质的实验材料中,时序记忆与心理理论相关均不显著;5.5岁儿童的理解性时序记忆显著高于3.5岁儿童,4.5岁、5.5岁儿童的机械性时序记忆显著高于3.5岁儿童;只有理解性时序记忆能够预测儿童的心理理论成绩.

关键词: 幼儿, 时序记忆, 心理理论, 记忆分离

Abstract: The research examined the relationship between temporal order memory and theory of mind.In study 1,we examined the performance about temporal order memory and theory of mind of 39 children from 3.5-5.5 years old and the relationship between temporal order memory and theory of mind was measured by three different types of materials including causality correlation,and neither-nor texts;In study 2,90 children were involved in to examine the relationship between the two memory components which are comprehension memory and mechanical memory dissociated by depiction,flashback,and flashforward and theory of mind respectively.The result showed that in different materials,the relationship between temporal order memory and theory of mind wasn't significant;5.5-year-old children's comprehension memory was significantly higher than the 3.5-year-old children's;4.5-year-old and 5.5-year-old children's mechanical memory was significantly higher than those of 3.5-year-old children's;Only comprehension memory can predict the performance of theory of mind.

Key words: preschoolers, temporal order memory, theory of mind, memory dissociation

中图分类号:

B844.1

童薇, 阳泽, 张霞. 幼儿心理理论与时序记忆的关系——来自时序记忆分离的证据[J]. 心理发展与教育, 2012, 28(3): 248-254.

TONG Wei, YANG Ze, ZHANG Xia. The Relationship between Theory of mind and Temporal order memory in Preschoolers——Evidence of separation from Temporal order memory[J]. Psychological Development and Education, 2012, 28(3): 248-254.

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