摘要： 采用微观发生法,以33名小学二年级学生为被试,以记忆书面语词的分类材料为任务,对儿童记忆过程中"记"、"忆"策略的不同发展规律进行了5个期间的测查.结果发现:(1)分类记忆策略的发展既有突变过程也有渐变过程:分类记策略有生成缺陷,表现为训练后的突然变化;分类忆策略则是一个可以自发形成的渐变过程,如果加以适当的训练也会发生突然的增长.(2)在材料熟悉度较低的情况下,会使少量儿童产生分类记、忆策略使用缺陷现象.
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