ISSN:0888-4080    

DOI:10.1002/acp.2350060602

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractRecent research into the very long‐term retention of knowledge originally acquired during the process of formal education at school and university has demonstrated that such knowledge may be retained at high levels over very long retention intervals. The pattern of retention typically takes the form of a comparatively short period marked by forgetting (lasting between 1 and 6 years) followed by a long period of stable retention (usually longer than 30 years). For courses taken at school the level attained over a series of courses (e.g. in learning a foreign language or studying mathematics) is an important determinant of long‐term retention. Students who attain moderate or advanced levels of learning show high levels of retention with very little forgetting, whereas students who attain only lower levels of learning show steady forgetting, and after a period of 6 years retain very little knowledge. Similar patterns of retention are present for university students taking single courses in science and literature subjects, and students with higher grades retain more knowledge although the reliable relationship here, between grade obtained and amount remembered, is weak and accounts for only small portions of the variance in retention. Taken together these findings suggest that the retention of knowledge acquired through formal education persists over longer periods of time than popularly believed. Recent theory proposes that these long‐lasting effects of education are partly related to the types of learning schedules followed during acquisition and partly related to the nature of the to‐be‐acquired knowledge, and to whether or not knowledge can be represented sche

ISSN:0888-4080    

DOI:10.1002/acp.2350060603

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis article reviews recent research on how children organize general script knowledge and memories of specific episodes in memory. First, we discuss developmental issues concerning how children represent single episodes during the initial stages of script acquisition. Research indicates that even very young children quickly grasp the role of variation and invariance in recurring experiences. After only a few varying experiences, children come to expect more variation, but if the initial experiences are invariant they expect that all future occurrences will be the same. However, there are developmental differences in children's ability to ‘sort out’ a standard script from its variations if a single experience is different from all others during the initial four or five exposures with an event. In the second section we focus on how typical and atypical episodes are remembered after a script is established. Here, there are few developmental differences. Very young children up to adults are better able to recall deviation episodes than episodes that closely follow a script. However, cueing plays an important role in remembering both routine and deviation episodes. In the last section we discuss explanations for developmental differences in children's memory for specific episodes during the initial phases of script acquisition and suggest areas for future resea

ISSN:0888-4080    

DOI:10.1002/acp.2350060604

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractRememberingthatone intends to do something is distinguished from rememberingwhatone intends to do, and crucial design requirements for research on the former are elucidated. All of the few published studies on remembering intentions are classified into four possible research paradigms and are reviewed for design adequacy in the light of these crucial requirements. It is concluded that the best, but perhaps most difficult to implement, studies in the domain are those conducted under laboratory control in which one must remember to perform a single, repeated or multiple instances of natural‐seeming behaviour that one perceives to be entirely irrelevant to the purposes of the study in which one is engage

ISSN:0888-4080    

DOI:10.1002/acp.2350060605

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe hypothesis that two people collaborating in recall would remember more than a single person was examined in a series of four experiments. All the experiments used variations on the same ‘sequential’ design where, in social conditions, people recalled alone initially and then recalled jointly in pairs: as a control for reminiscence, some people recalled alone on two separate occasions. On the second recall in all of the experiments two people always recalled more than one, but this was simply due to the independent statistical summation of two people's memories: no evidence whatsoever was found for the pairs of people generating new information that was not available to either member of the pair. This surprising result was not attributable to artefacts linked to the complexity or familiarity of stimulus material, nor was it linked to variations in people's cognitive perspectives. No evidence of social facilitation of memories was therefore found: two people recalling together certainly pool their separate memories so as to outperform individuals but the social interaction does not appear to generate previously unavailable memor

ISSN:0888-4080    

DOI:10.1002/acp.2350060606

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe study investigates and supports the hypothesis that (1) specifically language‐impaired (SLI) children have deficits in processing and using the rhythmic‐prosodic structure of speech; and that (2) these deficits impede the implicit learning of formal regularities of input language. The ability of SLI children to exploit prosodic cues in rule learning was tested in an experimental design using a miniature language. Twenty‐four SLI children (mean age 6;5) learned a small set of sentences generated by a content‐free rule system. The sample sentences were presented either with or without prosodic cues to the underlying formal regularities. The experimental groups were matched by various cognitive and language indicators. To assess whether they had acquired some regularities of the miniature language, a grammaticality judgement task was presented. In addition, their ability to reproduce rule‐structured and rule‐violating strings was tested. The experimental as well as some additional correlational data support the basic theoretical assumptions. The children had deficits in processing and exploiting prosodic cues in rule learning, and these deficits covaried with their rhythmic ability as indicated by a rhythm discrimi

ISSN:0888-4080    

DOI:10.1002/acp.2350060607

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350060601

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY