The Study Of The Development And Influencing Factors Of Children's Encoding Strategies And Retrieval Strategies In Memory Task To Assoeted Material

The encoding and the retrieval of memory have always been in the hot topics in the field of cognitive neuroscience. They have different nerve functions respectively and corresponding nerve structures, which has already been confirmed by many researches. This demonstrates that there may be some kind of mismatch between encoding strategy and retrieval strategy in the process of using memory strategies, which will cause the difference in terms of speed and quality in"memorization strategies"and"recalls strategies". But a few of previous studies have conducted the partition research consciously to"remember"and"recall". Moreover,there is an obveriou difference in previous studies of the memory strategy development. Whether"memorization strategies","recall strategies"indeed there is the different trend of development? Whether this kind of different trend of development creates formerly the conclusion mutually contradictory primary cause which appeared in the memory strategy research? These questions are worth us further inquiring into our research.Which factors have a major influence on children's memory strategies development is also controvertial. Previous studies regarded metamemory, working memory and the level of knowledge as the primary factors to impact memory strategies development of children, but the conclusion of research to these factors still have contradiction. Are metamemory and working memory the main function in the development of children's memory strategies? Which stage has an effect in? Are there other contributing factors?The studies into factors influencing memory strategies have been not found the appropriate method at present to the level of knowledge control.This research has been used the means of controling to memory material familiarity to carry on the attempt, hoping that it could provide some experiences for related research. Former study has different conclusions in the different gender students's strategy obtained and developed in present study. Wether there are the difference in the memory strategy development between male and female student? Moreover, what type of role the age and the grade do play in the child memory strategies developing process? In order to reply above questions, this study investigated"remember strategies"and"recalls strategies"development of children from the top class in the kindergarten to the third grade of primary school, the main conclusion is as follows:1. The child's"memorization strategies"and"recall strategies"development presents different tendency. From the top class in the kindergarten to the third grade in primary school, children's using amount of"memorization strategies"not all is the process which rises gradually, the classification remember, Retrieval and sort naming strategies assumes the"V"glyph development, the development trough time in the first grade.But classifies the development of recollection strategy in greatly young continuously quite to be gentle From the top class in the kindergarten to the third grade of primary school, has not appeared the loss or the caper phenomenon.2. On"memorization strategies"and"recall strategies"use and the recollection result aspect, the third grade children have the remarkable difference with other two grade child, but no difference between the top class in the kindergarten children and the first grade children.The higher grade child use more classified strategy in the process of remember and have better result.3. There are differences in stability of using various remember strategies, and children use recall strategies unstablely. The using of classification remember strategy and self-examination strategy has been unstable, the unstable period appears in the first grade; the using of category naming strategy not tends to stably until the third grade; the using of the rehearsal strategy is always stable.4. The children before the first grade of primary school exists quite universally applying defects in"memorization strategies"and"recall strategies". Children in the second stage of primary school existence production and applying defects in the classification remember strategy, and the production defect in classified recollection strategy, the children in the third grade of primary school will have very little applying defects, if they initiative use remember strategies.5. The result of children in the second stage of primary school recollecting to category material is great influence by classification recall strategy, and independent of the classification remember strategy.6. There is a difference in gender in the development of"memorization strategies". When the degree of familiarity is controlled, male students from the third grade in primary school strategy develop better than female students. But there is not a difference between males and females between the top class in the kindergarten and the first grade in primary school children. Degree of familiarity influences the memorization strategies of female student more. The more familiar the material is, the more classification remember and the category naming strategy are used by the female students. Degree of familiarity of material influences male student's recollection scores in that more familiar material result in more recollection quantity.7. Working memory and metamemory demonstrate different development tendency. Metamemory is continually growing from the top class in the kindergarten to the first grade in primary school, while from the first grade to the third in primary school there is no such remarkable differences. Working memory from the top class in the kindergarten to the third grade in primary school shows the trend of continuous development. Before the third grade in primary school, working memory and metamemory cannot influence the choices between effective memorization strategies and scores in improving memory.8. The development of children's remember strategies and recall strategies are more influenced by the grade effect, all of the amount of using strategy and the potency of using strategy have the quite distinct enhancement along with the grade ascension. The influence to the amount of use strategy and the potency of using strategy has the gande difference between male and female.Male children are influenced less than female by age, and that more occurs in the recollection result.however, the female student are influenced stronger than male by age, and that more occurs in using to remember strategies.9. Using to memorization strategies and recall strategies consciously is an important factor in affecting children's recollect scores, but before the second grade of primary school, there are very few children who have this kind of ability.