The Effect Of Spatial Terms On Memory For Spatial Scenes Of High-Level Graders In Primary School And The Styles Of Language Encoding

In the research, high-level graders in primary school were taken as subjects in the experiment. Spatial terms and pictures were taken as materials to explore the spatial terms influencing memory for spatial scenes and study the difference in grade and gender. As well as, language encoding account was discussed.The research was divided into two experimental studies, each experimental studies included two parts: learning and recognition.In first reserch, language was given in three different conditions. The first one was giving the sentences containing spatial terms and corresponding to pictures. The second one was giving object nouns corresponding to pictures but not containing spatial terms. The third one was only giving pictures. It was to explore whether the spatial terms influenced recognition for pictures, and the characteristics of primary students'memory for spatial scenes on grade and gender.The second reserch was divided into two experiments. In the first one, based on recognition for the sentences containing wrong prepositions or key prepositions, it was explored the style of language encoding during primary students' memory for spatial scenes. In the second one, it was to verify whether the sentences had been maintained and processed.Based on the findings, we can draw the following conclusions:Firstly, spatial terms influenced memory for spatial scenes of high-level graders in primary school in support of hypothesis of thinking-for-speaking.Secondly, with the grade growing, the ability of memory for the space scenes was improved, but effect of spatial terms on memory for spatial scenes was weakening. Thirdly, the ability of boys' memory for the space scenes were significantly better than those of girls, but effect of spatial terms on boys' memory for spatial scenes was less than that of girls.Fourthly, the results showed in the research of language encoding, it had no difference in grade and gender, and during recognition for pictures, high-level graders made use of the style of interactive encoding, rather than the style of separate encoding.