Education And Measurement Of Rhythm Sensation Memory Of Children

Four hypotheses have been forward in this dissertation in three aspects, which are the strategy(chanted sound of word teaching), the subject(related characteristics of development for children in different age groups) and the materials(inner structure of rhythm of phrases) of memorization. The four hypotheses raised have been verified and further supplemented with methods of teaching experiment and measurement.The first hypothesis would be that the use of chanted sound of word in teaching does influence the quality of memorization for rhythm of phrases. The influence is positive for children in the age groups of 8-9 and 11-12 while it is negative for those in age group of 5-6. Based on the analysis, this strategy is beyond the working memory capacity of children and their processing capacity. The second would be that the capacity of memorization becomes better as age is increasing. This tendency suffers no impact from “nine-year-old trough”. The third one would be that for rhyme of phrases of the same length, children in age group of 5-6 perform better in note memorization of continuous short-term value than that of continuous long-term value. The situation of the children in age groups 8-9 and 11-12 works the other way around. According to the analysis, the inner constant speed capacity of the former is relatively weak and yet to be developed. The fourth one would be that for rhyme of phrases, symmetry and balance of its inner structure do influence the memory quality of it, with different intensity. For children in age groups of 5-6 and 8-9, it is easier to memorize the balanced rhyme of phrases compared to the unbalanced ones. However, this phenomenon is not as obvious. In accordance with the analysis, related experience and the accumulation of strategy increase with age getting older. Therefore, the influence from objective factors on memorization is relatively less.