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Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

机译：跨学龄时期情节记忆的发育差异：自我和他人进行的已制定事件的证据

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摘要

The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 school-aged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, and 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8-14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 814-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.
机译：这项研究的目的是检查行动记忆，作为学龄儿童中情节记忆的一种形式。关于动作记忆的大多数研究都集中在成年人口的记忆变化上。这项研究探讨了随着时间的流逝，儿童的动作记忆。这项研究共包括410名学龄儿童，其中包括四个年龄段（8、10、12和14岁）的201名女孩和208名男孩。我们研究了两种形式的动作编码，即主题执行任务（SPT）和实验者执行任务（EPT），并与一种口头编码任务作为控制条件进行了比较。在检索时，我们使用了三种内存测试（自由召回，提示召回和识别）。我们观察到8-14岁儿童在记忆记忆方面的显着差异在自由召回和提示性召回方面，而不是在识别方面。在所有测试条件下，对814岁参与者的SPT观察到最大的记忆增强。与SPT相比，参与者在SPT和EPT的免费召回中表现同样出色，但在暗示的SPT召回和识别方面表现出更好的表现。讨论了SPT的战略性质以及项目特定信息和关系信息之间的区别。

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