A research for the effects of self-corrected activities on memory

自我纠正活动对记忆影响的研究

基本信息

批准号：
14510140
负责人：
TOYOTA Hiroshi
金额：
$ 1.15万
依托单位：
Nara University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2005
项目状态：
已结题

项目摘要

The purpose of the present study was to examine the effect of self-corrected elaboration (SC) on incidental memory in comparison with that of self-generated elaboration (SG) and that of experimenter-provided elaboration (EP). In SC condition, subjects were asked to generate the replacement word to the target or the word in each sentence frame. In SG condition, they were asked to generate the precise word that fitted in each sentence frame. In EP condition, they were asked to rate the appropriateness of the context provided by experimenter to the sentence frame.The main results were as follows.1.SC led to better free recall than SG or EP. This superiority of SC to SG or EP was named "Self-corrected elaboration effect".2.The self-corrected elaboration effect on incidental memory was caused by additive effects of bizarreness and congruity effects.3.The effectiveness of the self-corrected elaboration was determined by following factors.(1)Objects of correctionWhen the subjects were asked to generate the replacement word to the target, the self-corrected elaboration effect was observed. However, when they were asked to generate the replacement word to a word in the sentence frame, the effect was not observed. This inconsistency was discussed in terms of connection between the replacement word and target.(2)ImageWhen the sentence frame aroused non-bizarre image, the self-corrected elaboration effect was not observed, because the bizarre image was critical to the occurrence of the bizarreness effect.(3)Type of presentationThe effectiveness of the self-corrected elaboration was facilitated by distributed presentation compared to the massed presentation.(4)AgeFor the second graders, the self-corrected elaboration effect was not observed, whereas for the sixth graders, the effect was observed. This developmental difference was discussed in terms of effectiveness of utilizing the replacement word as a retrieval cue for the target.

本研究的目的是检查自我校正阐述（SC）对偶然记忆的影响，与自我生成的阐述（SG）和实验者提供的阐述（EP）相比。在SC条件下，要求受试者在每个句子框架中生成对目标或单词的替换单词。在SG条件下，他们被要求生成每个句子框架中安装的精确单词。在EP条件下，他们被要求对实验者提供的上下文对句子框架的适当性进行评分。主要结果如下。1.SC与SG或EP相比，可提供更好的免费召回。 This superiority of SC to SG or EP was named "Self-corrected elaboration effect".2.The self-corrected elaboration effect on incidental memory was caused by additive effects of bizarreness and congruity effects.3.The effectiveness of the self-corrected elaboration was determined by following factors.(1)Objects of correctionWhen the subjects were asked to generate the replacement word to the target, the self-corrected elaboration effect was observed.但是，当他们被要求将替换单词生成句子框架中的一个单词时，没有观察到效果。（2）未观察到句子框架引起非边缘图像，未观察到自我校正的阐述效果时，就以替换单词和目标之间的联系来讨论这种不一致。（2）由于怪异的图像对发生的偏见效应至关重要。二年级学生未观察到自校正的阐述效果，而对于六年级学生，观察到了效果。通过利用替代词作为目标的检索提示，讨论了这种发展差异。