The Experimental Study On The Developmental Characters Of 4-7 Years Old Children’s Memory Group-reference Effect In Different Types Of Task

group-reference effect is an advantage of the memory effect, namely when the memory material Associated with with its own vested contact group, significantly better than the memory effect phenomenon linked with other groups. Memory reference group effect was found since 2002, is in the emerging and starting time, it is in fact the essence of collective self-awareness to memory, it can be more studies to promote the memory exploring and Psychology and Pedagogy development. Memory of 4-7-year-olds are at a critical developmental period, intends to develop to memory without the intention, educators should be more interested in intentional ways to promote the development of children’s memories, such as group-reference effect. Therefore, understanding developmental characteristics of 4-7 years old children’s memory group-reference effect is not only provided the basis for educators, but also for the development of children’s memory and cognition plays an important role. Therefore, my study is on developmental characteristics of 4-7 years old children’s memory group-reference effect in experimental method.Intermediate study selected Kindergarten, first grade and large classes of children aged 4-7 60 people each, a total of 180 people. using E-prime programmed completed two types of group-reference experimental task to explore the developmental characteristics of 4-7 Years old children’s memory group-reference effect. There are 30 people in each age group, a total of 90 people, one for high-level experimental collective self-consciousness activation task, using a paradigm of ownership of the items; the second experiment is in a low level of collective self-consciousness activation task, using random coding paradigm. Two experiments are using recognition and recall scores as the dependent variable, using 2(reference conditions) × 3(Age) two-factors design, in which reference conditions were tested between variables referenced in which the children themselves groups(also known as in-group) and children do not know the group(also known as outgroup); age is the variables in subject. After spss17.0 repeated measures ANOVA analysis, the following conclusions:1. After two experiments, 4-7 year-old children have shown a significant group-reference effect.2. The two experiments show that the group-reference effect of children aged 4-7 after the first exhibit enhanced weakening trend, referring to the effect which the group of children aged 5-6 strongest effect 6-7 years old children referring to weaker groups in 5- children under 6 years old.3. The group-reference effect in high-level self-consciousness activation task is better than a low level of collective self-consciousness activation tasks.Based on the above findings, the researchers put forward the corresponding education proposals to better assist and guide groups of children with reference to the effect of promoting the development of memory.