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对工作记忆的增长可以(部分地)解释学前儿童现实性监测发展的假设做了检验。127名3-5岁儿童接受以下测验:“Tom说”游戏任务作为现实性监测发展的评估;数字倒背广度测验作为工作记忆能力的测量;数字顺背广度作为短时记忆能力的测量;麦卡锡幼儿智能量表的言语分测验。逐步回归分析表明,数字倒背广度可以显著地预测现实性监测的成绩,表明随着可用的心理资源的增加,学前儿童现实性监测的能力在增长。现实性监测与数字顺背广度的相关不显著,表明内容记忆与源记忆是分离的。
The growth of working memory can be tested (partly) by explaining the hypothesis of the development of preschool children’s reality monitoring. 127 children aged 3-5 years underwent the following tests: “Tom said” game tasks as an assessment of real-time monitoring development; digital backsurge breadth testing as a measure of working memory; numbers breadth as a measure of short-term memory capacity; Verbal subtest of toddlers’ intelligence scale. The stepwise regression analysis shows that the backwards breadth of numbers can significantly predict the achievement of real-time monitoring, indicating that as the available psychological resources increase, the ability of preschool children to monitor reality increases. The correlation between the reality monitoring and the breadth of the numbers is insignificant, indicating that the content memory is separated from the source memory.