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Linking Teachers' Memory-Relevant Language and the Development of Children's Memory Skills

机译：将教师的记忆相关语言与儿童记忆技能的发展联系起来

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This longitudinal study was designed to (a) examine changes in children's deliberate memory across the 1st grade; (b) characterize the memory-relevant aspects of their classrooms; and (c) explore linkages between the children's performance and the language their teachers use in instruction. To explore contextual factors that may facilitate the development of skills for remembering, 107 first graders were assessed 3 times with a broad set of tasks, while extensive observations were made in the 14 classrooms from which these children were sampled. When the participating teachers were classified as high or low in terms of their "mnemonic orientation," in part on the basis of their use of metacognitive information and requests for deliberate remembering during instruction in language arts and mathematics, differences were observed in the use of mnemonic techniques by the children in their classes. By the end of the year, the children drawn from these 2 groups of classrooms differed in their spontaneous use of simple behavioral strategies for remembering and in their response to training in more complex verbally based mnemonic techniques.
机译：这项纵向研究旨在（a）检验一年级儿童故意记忆的变化; （b）描述其教室中与记忆有关的方面; （c）探索儿童的表演与他们的老师在教学中使用的语言之间的联系。为了探索有助于促进记忆技能发展的情境因素，对107名一年级学生进行了3次评估，涉及一系列广泛的任务，同时在14个教室中进行了广泛观察，并从中抽取了这些孩子。当参加教师的“记忆方向”被分为高或低时，部分是由于他们使用元认知信息以及在语言艺术和数学教学中有刻意记住的要求，在使用语言和数学方面存在差异。孩子们上课时使用的记忆法。到今年年底，从这两组教室吸引来的孩子在自发使用简单的行为策略来记忆和对以更复杂的基于语言的记忆方法进行训练的反应方面有所不同。

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