Psychological Development and Education ›› 2004, Vol. 20 ›› Issue (4): 37-42.

Previous Articles     Next Articles

The Experiments on Error Pattern Made by High School Students in Serial Recall Tasks

HAN Zong-yi, BAI Xue-jun, SHEN De-li   

  1. Center for Psychology and Behavior Studies of Tianjin Normal University, Tianjin 300074
  • Online:2004-10-15 Published:2004-10-15

PDF (PC)

Abstract: The junior school students of grade one,grade three and senior high school students of grade two were participated in the experiment.The experimental materials are the normal Chinese characters,confusable Chinese characters in phonology and similar Chinese characters in shape.The subjects are required to finish the serial recall tasks.The results show:1.Four types errors are found out,that is omission error,intrusion error,movement error and repetition error,among which movement errors decrease with the increase of grade.The proportion of the repetition errors is the highest.2.Four types errors show different position effect.3.The proportion of errors in the area of confusable Chinese characters in phonology is significantly higher than normal Chinese characters and similar Chinese characters in shape.

Key words: high school students, serial recall task, error type

CLC Number: 

  • B844.2
[1] Saint Aubin Jean, Poirier Marie. Immediate serial recall of words and nonwords:tests of the retrieval-based hypothesis. Psychonomic-Bulletin and Review,2000,7(2),332-340.
[2] Henson R N A. Short-term memory for serial order. Unpublished doctoral dissertation, University of Cambridge, UK, 1996.
[3] Teresa McCormack, Gordon D A. Brown, and Janet I. Vousden. Children's Serial Recall Errors: lImplications for Theories of ShortTerm Memory Development. Journal of Experimental Child Psychology 2000,76,222-252.
[4] Henson R N A. Short-term memory for serial order:The Start-End Model. Cognitive Psychology, 1998,36,73-137.
[5] 韩宗义,沈德立,白学军.个体完成系列回忆任务时错误类型发展的实验研究.心理科学,2002,25(3),265-269.
[6] 韩宗义,自学军,沈德立.小学优生与差生完成系列回忆任务错误类型发展的实验研究.心理学探新,2002,22(3),28-32.
[7] 沈德立,林镜秋.中小学生对于系列材料的长时与短时记忆的实验研究.心理发展与教育,1985,2,24-29.
[8] Lewandowsky S, Murdock B B. Memory for serial order. Psychological Review, 1989(101),539-543.
[9] Burgess N, Hitch G J. Memory for serial order: A network model of the phonological loop and its timing. Psychological Review, 1999,106,551-581.
[10] 莫雷.关于短时记忆编码方式的实验研究.心理学报,1986,2,166-172.
[1] GAO Bin, ZHANG Dandan, ZHU Gen, CAI Yanxiang, GUO Yuxi. Proactive Personality and Online Learning Engagement in High School Students: The Sequential Mediation Effects of Online Learning Self-efficacy and Academic Expectation [J]. Psychological Development and Education, 2024, 40(2): 224-230.
[2] QIN Yao, PENG Yunshi. The Effect of Parenting Styles on Social Anxiety in Junior High School Students: The Chain Mediated Role of Rumination and Peer Acceptance [J]. Psychological Development and Education, 2024, 40(1): 103-113.
[3] CHEN Ying, ZHANG Ye, HAN Na, WANG Kai. The Influence of Campus Exclusion on Junior High School Students’ Online Deviant Behavior: The Serial Mediating of Relative Deprivation and Self-control [J]. Psychological Development and Education, 2023, 39(6): 887-894.
[4] YANG Baoyan, LIU Yujiao. Meta-stereotype Threat Effects on the Sense of School Belonging among Rural High Students in County: The Mechanisms of Identity Integration and Self-affirmation [J]. Psychological Development and Education, 2023, 39(5): 645-653.
[5] LIU Zhiguo, QI Bing, LI Yaping, WANG Runzhou, CUI Jia, SONG Yaowu. The Moderating Effect of Achievement Goal Orientation on the Relationship between Academic Self-concept and Academic Achievement: Based on Internal/External Reference of Frame Model [J]. Psychological Development and Education, 2023, 39(1): 68-76.
[6] ZHANG Yang, ZHANG Wanying, WANG Yanqing, ZHAO Tingting, WANG Fuxing. The Effects of Learner-generated Drawing and Cooperative Learning on Scientific Knowledge Learning of High School Students [J]. Psychological Development and Education, 2022, 38(6): 830-838.
[7] XIAO Xue, GUO Lei, ZHAO Yongping, CHEN Fuguo. Cumulative Ecological Risk on Bullying Victimization in Junior High School Students: The Moderating Effects of Resilience [J]. Psychological Development and Education, 2022, 38(5): 648-657.
[8] YAN Yixia, LIU Yanying, DING Fang. The Effects of Theory of Mind and the Pattern of Social Interactions on the Development of Social Mindfulness in Junior High School Students [J]. Psychological Development and Education, 2022, 38(4): 485-494.
[9] XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2022, 38(1): 81-89.
[10] WU Peng, ZHANG Qi, WANGYANG Chunzi. The Relationship between Parental Style and Cyber Victimization of Junior High School Students: A Longitudinal Study [J]. Psychological Development and Education, 2021, 37(5): 719-726.
[11] PAN Yangu, ZHANG Dajun, LI Zhiyang. The Effects of Parental and Peer Attachment on Development of Psychological Suzhi among Middle School Students: From Personal-centered Perspective [J]. Psychological Development and Education, 2021, 37(4): 558-567.
[12] CHU Xiaoyuan, LI Yuan, WANG Xingchao, WANG Yuhui, LEI Li. The Association between Family Income and Well-being: The Mediating Role of Social Support and the Moderating Role of Gender [J]. Psychological Development and Education, 2019, 35(4): 478-485.
[13] GU Tingyu, GAI Xiaosong, WANG Guoxia, LIU Fangqing. The Influence of High School Students' Values on School Engagement: The Mediating Role of Future Goals and Motivation Internalization [J]. Psychological Development and Education, 2019, 35(1): 68-75.
[14] CHEN Xiuzhu, LI Huaiyu, CHEN Jun, YANG Jingyu, HUANG Lijun. The Relation between Psychological Capital and Academic Achievement among Junior High School Students: The Mediating Effects of Self-Control and the Moderating Effects of Gratitude [J]. Psychological Development and Education, 2019, 35(1): 76-84.
[15] LI Yongzhan. The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model [J]. Psychological Development and Education, 2018, 34(5): 576-585.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd