The Development Of The Usage Ability Of Part-list Cuing In Elementary And Middle School Students

As a basic psychological process,memory is closely related to other psychological activities.In order to improve the level of memory,people have to use a variety of memory methods in the process of memory,called memory strategies.Memory strategies is divided into two parts: remembering strategies and recalling strategies.Previous studies have found that different grades of subjects have different levels of using memory strategies.In the process of extracting information,cues are often thought to help recall,but researches have shown that providing cues during the retrieval phase of a long-term memory can sometimes interfere with the retrieval process,meaning that the clues do not always facilitate recall.Part-list cuing effect is a phenomenon that provides retrieval cues but is not conducive to memory retrieval.It means that learners are asked to learn a series of materials first,and in the subsequent test stage,part of the previously learned materials are provided to learners as extraction clues,so that learners can recall the remaining materials.On the contrary,their recall performance is worse than that of learners without extraction clues.In previous studies on part-list cuing effect,the main test was usually used to provide experimental conditions,and the subjects passively completed the experimental operation according to the requirements of the main test.Therefore,in this study,students in Grade 2,Grade 5,Junior Grade 2 and Senior Grade 2 were selected as research objects to investigate the level of the use of some cues by subjects in different grades.The whole study is divided into experiment 1 and experiment 2.The first experiment mainly investigates the development of the use level of some cues in primary and secondary school students without learning experience.Experiment 1 adopted behavioral experiments,including three rounds of tasks.Each round included four stages of learning-distraction-selection-test.Before the test,a process of "recall strategy" selection was added,that is,the participants were asked to choose the recall method.To examine whether children of different ages were allowed to choose their own recall patterns,which they were more likely to choose,and whether they were aware of the disturbing effects of some cues.Record the children's three choices and recall of the target words.The results showed that there was a part-list cuing effect in all age groups,and most of the subjects chose the prompt recall mode in grade two,grade five and grade two of primary school for the first time.In the second grade,the number of people who chose not to be prompted for the third time significantly exceeded the number of people who chose not to be prompted for the third time.In the fourth choice,the number of people who chose not to be prompted was lower than that of the third time,and the proportion of people who chose not to be prompted was far lower than that of other grades.In all other grades,the number of subjects who chose not to be prompted was higher than the number of subjects who chose to be prompted.Thus,the subjects in the second grade of primary school were also aware of the existence of part-list cuing effect but their cognition level was lower than that of other subjects in the senior grade.The second experiment mainly investigates the development of the use level of some cues in primary and secondary school students when providing specific learning experience.Experiment 2 added two specific learning experiences on the basis of experiment 1,that is,subjects were asked to try two different recall methods before three rounds of tasks.To investigate whether the participants were aware of some of the part-list cuing effects after specific experience,and whether they were more likely to be aware of this effect than if they had no specific experience.The results showed that: after the practice of specific experience,the number of students who chose the prompt for the first time decreased.At the same time,it was found that after the practice of specific experience,the ability to recognize some clues was improved in each grade,but compared with the upper grade,the level of cognition of the subjects in the second grade of primary school was relatively low.According to experiment 1 and experiment 2,the following conclusions are drawn:(1)There is a part-list cuing effect at all ages.(2)Compared with the senior subjects,the junior subjects are more inclined to choose the way of recall with cues.(3)It is difficult for the younger subjects to realize the existence of partial cue effect without specific experience.(4)Specific learning experience is conducive to the understanding of part-list cuing effect of subjects in each grade.