| Action memory is considered to be a memory activity that involves both the execution of one’s own actions and the involvement of one’s own consciousness.Compared to verbal task(VT),when learning gerund phrases using performed coding(using actions to manipulate gerund phrases),memory performance is better,a phenomenon known as the enactment effect.Performed coding is divided into self-performed task(SPT)and experimenter-performed task(EPT),and the scores of both performed coding conditions are better than those of reading coding conditions.In adult studies,it has been found that the performance of both operating coding conditions is better than that of verbal coding conditions,and the memory performance under self-operation is better than or equal to the observation of others.Studies focusing on children in action memory have found that different performed coding methods have different effects on children’s memory performance than adults.Therefore,it is necessary to explore how to improve the memory performance of preschool children under self-performed.Analysis of literature shows that object presentation and object information richness have a promoting effect on preschool children’s cognitive development,and the different presentation of objects in action memory may be the reason for the divergence of research results.Therefore,this study examined how objects affect action memory in preschool children of different ages through two experiments.Experiment 1 explored the effect of object presentation on preschool children’s action memory,and based on the results of experiment 1,experiment 2 explored the influence of object information richness on preschool children’s action memory.Experiment 1 used 3 age(4,5,6 years old)×3 object presentation methods(presenting real objects,no objects,presenting real pictures)× 3 performed coding methods(VT,SPT,EPT)to explore the influence of objects on preschool children’s motor memory and its operational effects.Children aged 4,5,and 6 were asked to learn a series of words using verbal task(VT),self-performed task(SPT),or experimenter-performed task(EPT)under the conditions of presenting real objects,not presenting objects,or presenting real pictures.After a period of time,these children were asked to freely recall the words they had learned.The results showed that when objects were presented,they significantly improved the performance of children aged 4～6 years under SPT encoding and EPT encoding,but the most significant effect was on SPT encoding.For 4-year-old children,under SPT encoding,the enactment of real objects is significantly better than the simulation of real images;Under EPT coding,the difference between real objects and real images is not significant.Experiment 2: Using 3 years old(4,5 years,6 years old)×3 operation coding methods(VT,SPT,EPT)×2 Object information richness(colorful object pictures,line object pictures).The results of Experiment 2 prove that the presentation of objects has a promoting effect on preschool children’s memory performance,but is not a decisive factor.When the object information is richer,children’s memory performance under operational coding is better.In summary,this study confirmed that presenting real objects and object images can improve children’s memory performance under operational coding for preschool children aged 4～6 years by controlling the presentation of object cues,providing evidence support for the multi-channel coding theory in action memory.It further explored the role of the information richness of objects in influencing the preponderant effect of SPT in preschool children,and found that when presenting object images,rich clues to object information can help children achieve better memory performance.The research provided empirical support for the theory of situational integration in action memory,and also provided scientific basis for preschool children’s learning and educators’ teaching methods. |
PDF Full Text Request