青少年语义错误记忆发展:学习测验因素

doi:10.16187/j.cnki.issn1001-4918.2025.01.02

摘要/Abstract

摘要： 该研究以中文词语为材料,用3个实验考察青少年语义错误记忆的发展以及学习视听通道和测验间隔时间的影响。实验1比较初中生、高中生和大学生的回忆。实验2对比高中生和大学生在立即测验和一周后延迟测验中的再认。实验3对比高中生和大学生在视、听学习后的再认。结果发现:初、高中生的错误回忆低于大学生,而初中生的真实回忆低于高中生和大学生(实验1)。测验间隔时间的延长会降低真实再认,增加错误再认,并且立即测验时,高中生的真实再认低于大学生,而错误再认无年龄差异;延迟测验时,高中生的真实和错误再认均低于大学生(实验2)。高中生和大学生在视觉学习后的立即视觉测验中都比听觉学习后的真实再认高且错误再认低,该效应没有年龄差异(实验3)。该结果反映了青少年字面和要旨记忆发展,支持了模糊痕迹理论,也便于我们更加深入理解青少年的记忆发展。

关键词: 记忆发展, 错误记忆, 中学生, 大学生, 学习测验

Abstract: This study investigated the development of semantic false memories in Chinese adolescents, and explored the effect of learning and testing on adolescents’ semantic false memories by comparing visual versus auditory studies and immediate versus delayed tests. Experiment 1 examined the differences in semantic false recall among middle school, high school and college students. Experiment 2 explored the differences in semantic false recognition between high school and college students on immediate and delayed one-week tests. Experiment 3 explored the differences in semantic false recognition between high school and college students after visual and auditory learning. Results showed that semantic false recall of middle and high school students was lower than that of college students, while true recall of middle school students was lower than that of high school and college students (Experiment 1). Prolonged testing intervals led to a decrease in true recognition and an increase in false recognition. Specifically, high school students had lower true recognition rates and comparable false recognition rates than college students in the immediate test, while high school students had both lower true and false recognition rates than college students in the delayed test (Experiment 2). Both high school students and college students had higher true recognition and lower false recognition in the immediate visual test after visual learning than after auditory learning, with no age group differences (Experiment 3). In support of fuzzy trace theory, these findings illustrate the development of verbatim and gist traces and may help us to understand the memory development of adolescents.

Key words: memory development, false memory, middle and high school students, college students, learning and testing

中图分类号:

B844

郭滢, 陈晓丹, 刘文志, 刘雨彤, 朱皕. 青少年语义错误记忆发展:学习测验因素[J]. 心理发展与教育, 2025, 41(1): 12-21.

GUO Ying, CHEN Xiaodan, LIU Wenzhi, LIU Yutong, ZHU Bi. Development of Semantic False Memories in Adolescents: Study and Test Factors[J]. Psychological Development and Education, 2025, 41(1): 12-21.

参考文献

Abadie, M., & Camos, V. (2019). False memory at short and long term.Journal of Experimental Psychology: General, 148(8), 1312-1334.
Andrade, M. Â., & Raposo, A. (2021). Underdeveloped recollection during adolescence: Semantic elaboration and inhibition as underlying mechanisms.Journal of Experimental Child Psychology, 203, 105044. https://doi.org/10.1016/j.jecp.2020.105044
Brainerd, C. J. (2013). Developmental reversals in false memory: A new look at the reliability of children’s evidence.Current Directions in Psychological Science, 22(5), 335-341.
Brainerd, C. J., & Reyna, V. F. (2002). Fuzzy-trace theory and false memory.Current Directions in Psychological Science, 11(5), 164-169.
Brainerd, C. J., & Reyna, V. F. (2012). Reliability of children’s testimony in the era of developmental reversals.Developmental Review, 32(3), 224-267.
Brainerd, C. J., & Reyna, V. F. (2015). Fuzzy-trace theory and lifespan cognitive development.Developmental Review, 38, 89-121.
Brainerd, C. J., Reyna, V. F., & Ceci, S. J. (2008). Developmental reversals in false memory: A review of data and theory.Psychological Bulletin, 134(3), 343-382.
Brainerd, C. J., Reyna, V. F., & Forrest, T. J. (2002). Are young children susceptible to the false-memory illusion?Child Development, 73(5), 1363-1377.
Brainerd, C. J., Reyna, V. F., & Holliday, R. E. (2018). Developmental reversals in false memory: Development is complementary, not compensatory. Developmental Psychology, 54(9), 1773-1784.
Carneiro, P., Albuquerque, P., Fernandez, A., & Esteves, F. (2007). Analyzing false memories in children with associative lists specific for their age.Child Development, 78(4), 1171-1185.
Dang, X., Zhu, B., Chen, C., & Li, X. (2020). Age differences in false memories for visual scenes and the effect of prior recall.Journal of Pacific Rim Psychology, 14, e4. https://doi.org/10.1017/prp.2019.26
Fandakova, Y., Werkle-Bergner, M., & Sander, M. C. (2020). (Only) time can tell: Age differences in false memory are magnified at longer delays.Psychology and Aging, 35(4), 473-483.
Gallo, D. A. (2006). Associative illusions of memory: False memory research in DRM and related tasks. New York, NY: Psychology Press.
Gallo, D. A., McDermott, K. B., Percer, J. M., & Roediger, H. L. (2001). Modality effects in false recall and false recognition.Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(2), 339-353.
Ghetti, S., & Angelini, L. (2008). The development of recollection and familiarity in childhood and adolescence: Evidence from the dual-process signal detection model. Child Development, 79(2), 339-358.
Ghetti, S., Qin, J., & Goodman, G. S. (2002). False memories in children and adults:Age, distinctiveness, and subjective experience. Developmental Psychology, 38(5), 705-718.
Holliday, R. E., Brainerd, C. J., & Reyna, V. F. (2011). Developmental reversals in false memory: Now you see them, now you don't!Developmental Psychology, 47(2), 442-449.
Holliday, R. E., Reyna, V. F., & Brainerd, C. J. (2008). Recall of details never experienced: Effects of age, repetition, and semantic cues.Cognitive Development, 23(1), 67-78.
Howe, M. L. (2008). Visual distinctiveness and the development of children’s false memories.Child Development, 79(1), 65-79.
Howe, M. L., Candel, I., Otgaar, H., Malone, C., & Wimmer, M. C. (2010). Valence and the development of immediate and long-term false memory illusions.Memory, 18(1), 58-75.
Howe, M. L., Wimmer, M. C., Gagnon, N., & Plumpton, S. (2009). An associative-activation theory of children’s and adults’ memory illusions.Journal of Memory and Language, 60(2), 229-251.
Jacoby, L. L., Toth, J. P., & Yonelinas, A. P. (1993). Separating conscious and unconscious influences of memory: Measuring recollection. Journal of Experimental Psychology: General, 122(2), 139-154.
Khanna, M. M., & Cortese, M. J. (2009). Children and adults are differentially affected by presentation modality in the DRM paradigm.Applied Cognitive Psychology, 23(6), 859-877.
Knott, L. M., & Thorley, C. (2014). Mood-congruent false memories persist over time.Cognition & Emotion, 28(5), 903-912.
Loftus, E. F., & Hoffman, H. G. (1989). Misinformation and memory: The creation of new memories.Journal of Experimental Psychology: General, 118(1), 100-104.
Luciana, M., Bjork, J. M., Nagel, B. J., Barch, D. M., Gonzalez, R., Nixon, S. J., & Banich, M. T. (2018). Adolescent neurocognitive development and impacts of substance use: Overview of the adolescent brain cognitive development (ABCD) baseline neurocognition battery.Developmental Cognitive Neuroscience, 32, 67-79.
McGuire, K., London, K., & Wright, D. B. (2015). Developmental trends in false memory across adolescence and young adulthood: A comparison of DRM and memory conformity paradigms. Applied Cognitive Psychology, 29(3), 334-344.
Olszewska, J. M., Reuter-Lorenz, P. A., Munier, E., & Bendler, S. A. (2015). Misremembering what you see or hear: Dissociable effects of modality on short- and long-term false recognition.Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(5), 1316-1325.
Oliveira, H. M., Albuquerque, P. B., & Saraiva, M. (2019). Associative strength or gist extraction: Which matters when DRM lists have two critical lures?Quarterly Journal of Experimental Psychology, 72(3), 570-578.
Otgaar, H., Peters, M., & Howe, M. L. (2012). Dividing attention lowers children's but increases adults' false memories.Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 204-210.
Reyna, V. F. (2000). Fuzzy-trace theory and source monitoring: An evaluation of theory and false-memory data. Learning and Individual Differences, 12(2), 163-175.
Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: An interim synthesis.Learning and Individual Differences, 7(1), 1-75.
Reyna, V. F., Estrada, S. M., DeMarinis, J. A., Myers, R. M., Stanisz, J. M., & Mills, B. A. (2011). Neurobiological and memory models of risky decision making in adolescents versus young adults.Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1125-1142.
Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists.Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803-814.
Rummer, R., Schweppe, J., & Martin, R. C. (2009). A modality congruency effect in verbal false memory.European Journal of Cognitive Psychology, 21(4), 473-483.
Schacter, D. L., Guerin, S. A., & St Jacques, P. L. (2011). Memory distortion:An adaptive perspective. Trends in Cognitive Sciences, 15(10), 467-474.
Seamon, J. G., Luo, C. R., Kopecky, J. J., Price, C. A., Rothschild, L., Fung, N. S., & Schwartz, M. A. (2002). Are false memories more difficult to forget than accurate memories? The effect of retention interval on recall and recognition.Memory & Cognition, 30(7), 1054-1064.
Sekeres, M. J., Bonasia, K., St-Laurent, M., Pishdadian, S., Winocur, G., Grady, C., & Moscovitch, M. (2016). Recovering and preventing loss of detailed memory: Differential rates of forgetting for detail types in episodic memory.Learning & Memory, 23(2), 72-82.
Skalaban, L. J., Cohen, A. O., Conley, M. I., Lin, Q., Schwartz, G. N., Ruiz-Huidobro, N., … Casey, B. J. (2022). Adolescent-specific memory effects: Evidence from working memory, immediate and long-term recognition memory performance in 8-30yr olds.Learning & Memory, 29(8), 223-233.
Smith, R. E., & Hunt, R. R. (1998). Presentation modality affects false memory.Psychonomic Bulletin & Review, 5(4), 710-715.
Smith, R. E., Lozito, J. P., & Bayen, U. J. (2005). Adultage differences in distinctive processing: The modality effect on false recall. Psychology and Aging, 20(3), 486-492.
Stadler, M. A., Roediger, H. L., & McDermott, K. B. (1999). Norms for word lists that create false memories.Memory & Cognition, 27(3), 494-500.
Thapar, A., & McDermott, K. B. (2001). False recall and false recognition induced by presentation of associated words: Effects of retention interval and level of processing.Memory & Cognition, 29(3), 424-432.
Zhang, W., Gross, J., & Hayne, H. (2018). If you're happy and you know it: Positive moods reduce age-related differences in false memory. Child Development, 89(4), e332-e341.
Zhu, B., Chen, C., Shao, X., Liu, W., Ye, Z., Zhuang, L., … Xue, G. (2019). Multiple interactive memory representations underlie the induction of false memory.Proceedings of the National Academy of Sciences, 116(9), 3466-3475.
窦刚, 胡娟, 郭秀艳. (2011). 儿童错误记忆研究的新进展: 错误记忆中的发展性逆转. 辽宁师范大学学报: 社会科学版, 34(5), 51-53.
黄一帆, 王大华, 肖红蕊, 姜薇. (2014). DRM 范式中错误记忆的年龄差异及其机制. 心理发展与教育, 30(1), 24-30.
贾永萍, 周楚, 李林, 郭秀艳. (2016). 汉字的无线索回忆再认效应: 重复学习和重复测验的作用. 心理学报, 48(2), 111-120.
刘泽文, 郭谦, 葛列众. (2010). 两种视觉特征提示对儿童错误记忆发展的影响. 心理学报, 42(3), 406-414.
屈晓兰, 凌宇, 孟红, 陈屈峰. (2017). 儿童句子错误记忆: 发展性逆转现象及精加工推理效应. 心理发展与教育, 33(3), 265-272.
屈晓兰, 曾萍, 王思非. (2020). 基于同义关联的句子错误记忆: 发展性逆转现象及句式效应. 心理与行为研究, 18(3), 332-338.
杨治良, 周楚, 万璐璐, 谢锐. (2006). 短时间延迟条件下错误记忆的遗忘. 心理学报, 38(1), 1-6.
周楚, 杨治良. (2004). 错误记忆研究范式评介. 心理科学, 27(4), 909-912.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	刘颖, 刘儒德, 毛晨莹, 林静敏, 刘佳彬. 在线视频学习中教师反馈时间和反馈复杂性对大学生学习投入的影响[J]. 心理发展与教育, 2026, 42(3): 408-417.
[2]	万欢兰, 牛宇洁, 王博晨, 金灿灿. 大学生人生目标、自我控制和学业倦怠间的关系:一项纵向研究[J]. 心理发展与教育, 2026, 42(3): 418-426.
[3]	张梅, 黄扬, 于嘉雯, 黄四林. 媒体多任务对大学生阅读绩效的影响：任务难度和类型的调节[J]. 心理发展与教育, 2026, 42(2): 222-233.
[4]	赵笑梅, 赵昕睿, 王珂珂. 大学生图文信息知识整合的加工:来自ERP的证据[J]. 心理发展与教育, 2026, 42(1): 18-27.
[5]	丁越, 刘力嘉, 寇彧. 互联网时代的大学生人际关系满意度:线上积极反馈与感知社会支持的作用[J]. 心理发展与教育, 2026, 42(1): 39-49.
[6]	王祯, 史保莹, 赵好莉, 郭云飞, 王恩国. 情感教学代理的情绪表达和角色对视频学习的影响:学习者经验的调节作用[J]. 心理发展与教育, 2026, 42(1): 60-69.
[7]	魏军, 羿聪, 周溪亭. 大学生基于学业表现的自我价值感与学业内卷行为的关联:基于潜变量增长模型分析[J]. 心理发展与教育, 2025, 41(5): 692-700.
[8]	焦姣, 牡丹, 史璐. 亲密关系满意度对大学生主观幸福感的影响:一项日记追踪研究[J]. 心理发展与教育, 2025, 41(5): 720-729.
[9]	胡心怡, 陈英和. 大学生新目标投入能力、自我损耗与幸福感的关系:生命意义感的调节作用[J]. 心理发展与教育, 2025, 41(3): 348-356.
[10]	谢莉, 金辉, 王志英, 胡宇飞, 杨喜兰, 席娟. 脱贫内生动力对贫困大学生学习投入的影响:自我控制的中介作用和社会支持的调节作用[J]. 心理发展与教育, 2025, 41(3): 386-397.
[11]	周姿言, 赵智睿, 徐敏, 刘雨佳, 常松, 辛素飞. 感知父母婚姻冲突与中学生攻击行为:积极心理资本和基本心理需要满足的作用[J]. 心理发展与教育, 2025, 41(3): 420-426.
[12]	赵笑梅, 程释, 刘子涵, 刘红. 不同语言条件和执行功能对大学生记忆整合的影响[J]. 心理发展与教育, 2025, 41(2): 153-162.
[13]	廖晨曦, 王大华. 大学生依恋对自尊和人际适应的影响[J]. 心理发展与教育, 2025, 41(2): 196-205.
[14]	刘燊, 范航, 王喆, 宋明华, 滕瀚. 父母婚姻冲突与中学生欺凌行为的关系:越轨同伴交往和感觉寻求的作用[J]. 心理发展与教育, 2025, 41(2): 235-244.
[15]	相硕琪, 李亚丹, 叶超群, 杨伟星, 郭习佩, 张玲玲, 胡卫平. 创造焦虑与日常创造力的关系: 认知灵活性和创造性参与过程的链式中介作用[J]. 心理发展与教育, 2025, 41(1): 32-41.