客观语言提示对中学生记忆效率影响的研究
摘要
在某中学的初一到高三6个年级中随机抽取男女被试252人，通过实验的方式研究了客观语言提示对记忆成绩的影响。实验被试随机分作6组，一个控制组和五个实验组。控制组在实验时不作任何提示，对其余五个实验组则提出不同要求的语言提示水平。结果显示，客观语言提示影响人的记忆效果。对实验的总体分析表明高要求的提示水平比低要求的提示水平更能促进记忆成绩。适度高于被试现有记忆能力的提示水平比过高的提示水平更能促进记忆成绩。年龄和心理发展对被试的记忆能力有明显影响。被试的记忆成绩随年级上升而提高。男女被试的记忆成绩差异不显著，但语言提示的效果在不同性别中有差异。男生被试的记忆成绩呈现随语言提示水平提高而提高的趋势，女生被试的记忆成绩在适度偏高的提示水平下最好，但在过高的提示水平下成绩下降。客观语言提示的效果在不同年级中有差别。在初一级适度偏高的提示水平比过高的提示水平更能促进记忆成绩；初二和初三级的记忆成绩随语言提示水平的提高而提高；在高一和高二级适度偏高的提示水平比过高的提示水平更能促进记忆成绩。高三级的记忆成绩也呈现随语言提示水平提高而提高的趋势。另外研究还发现一般的语言提示似乎对高三级文科生的记忆成绩影响不大。
This experiment randomly chose 252 participants from Grade 1 to Grade 6 from a middle school, studied the effects of objective lingual cue to memory results. Participants were randomly divided into six groups, one was control group and the others were experimental groups. During the experiment, the control group was not given any lingual cue but the other fives were given different level of lingual cues. The result shows that objective lingual cue affects memory effect. The general analysis of the experiment shows that the higher cue level leads to better memory effect. If the cue level is appropriately higher than the person' s general memory level, it can increase the person' s actual memory result. The rising of the age and the psychological development of the participants can affect obviously their memory. The higher grade the participants are in, the better memory result they have got. The general memory results between the boys and the girls are not significant, but the effect of the lingual cue between them is different. The boy participants' memory result grows up with the rising level of the lingual cue. The girl participants got the best memory result when the appropriate higher level cue was given but not when the level was too high. The effects of the objective lingual cue are different between grades. In Grade 1, the memory result by given an appropriate higher level cue was better than an over level cue. Grade 2 and Grade 3' s memory result grows up with the rising level of the lingual cue. Grade 4 and Grade 5' s memory result by given an appropriate higher level cue was better than an over level cue. Grade 6 participants' memory result grows up with the rising level of the lingual cue. Moreover, the research found that normal lingual cue didn' t affect the memory result of the Grade 6 students in literary.
This experiment randomly chose 252 participants from Grade 1 to Grade 6 from a middle school, studied the effects of objective lingual cue to memory results. Participants were randomly divided into six groups, one was control group and the others were experimental groups. During the experiment, the control group was not given any lingual cue but the other fives were given different level of lingual cues. The result shows that objective lingual cue affects memory effect. The general analysis of the experiment shows that the higher cue level leads to better memory effect. If the cue level is appropriately higher than the person' s general memory level, it can increase the person' s actual memory result. The rising of the age and the psychological development of the participants can affect obviously their memory. The higher grade the participants are in, the better memory result they have got. The general memory results between the boys and the girls are not significant, but the effect of the lingual cue between them is different. The boy participants' memory result grows up with the rising level of the lingual cue. The girl participants got the best memory result when the appropriate higher level cue was given but not when the level was too high. The effects of the objective lingual cue are different between grades. In Grade 1, the memory result by given an appropriate higher level cue was better than an over level cue. Grade 2 and Grade 3' s memory result grows up with the rising level of the lingual cue. Grade 4 and Grade 5' s memory result by given an appropriate higher level cue was better than an over level cue. Grade 6 participants' memory result grows up with the rising level of the lingual cue. Moreover, the research found that normal lingual cue didn' t affect the memory result of the Grade 6 students in literary.
引文
1 ZhengXifu. Clinincal Psychology(in chinese),HeNan University Publisher, 1997,329(郑希付，临床心理学，河南大学出版社，1997，329页)
2 Luria. A. The role of speech in the regulation of abnormal behavior. In Thomas J. Zirpoli(Eds) Behavior management, 1993,206
3 Hughes, J.N. Cognitive behavior therapy. In L. Mann and C. Reynolds(Ed).The encyclopedia of special education, 1988:354-355
4 ZhengXifu, Research on two mental effects of subjective lingual cue(in chinese), Psychological Science, 2001, 24(2):151-153(郑希付，自我语言提示的两种心理效应研究，心理科学，2001年，第二期)
5 Mautone, Patricia. D.,Mayer, Richard E. Journal of Educational Psychology, 2001, 93(2) :377-389
6 Stevanovski,Biljana, Oriet,Christ, Jolicoeur, Pierre. Canadia Jouranl of Experimental Psychology. 2002,56(2):65-74
7 Ryan Fran. Experimental and Clinical Psychopharmacolgy 2002,10(2):67-76
8 Danling. Peng General Psychology(in chinese),Beijing Normal University Publisher, 2002,
321-335(彭聃龄，普通心理学 北京师范大学出版社，2002，321—335页)
9 Zhengyaun. Xu, Jiaxian. Shen, Jing.Lv, Zifang. Cao. Children Developmental Psychology(in chinese),Jilin Educational Publisher, 1996,380,406-407(许政援，沉家鲜，吕静，曹子方，儿童发展心理学，吉林教育出版社，1996，380页，406—407页)
10 Hejun. Zheng, Jinghua. Deng. High school student Psychology(in chinese),Zhejiang Educational Publisher, 1993,82(郑和钧 邓京华 高中生心理学 浙江教育出版社，1993，82页)
2 Luria. A. The role of speech in the regulation of abnormal behavior. In Thomas J. Zirpoli(Eds) Behavior management, 1993,206
3 Hughes, J.N. Cognitive behavior therapy. In L. Mann and C. Reynolds(Ed).The encyclopedia of special education, 1988:354-355
4 ZhengXifu, Research on two mental effects of subjective lingual cue(in chinese), Psychological Science, 2001, 24(2):151-153(郑希付，自我语言提示的两种心理效应研究，心理科学，2001年，第二期)
5 Mautone, Patricia. D.,Mayer, Richard E. Journal of Educational Psychology, 2001, 93(2) :377-389
6 Stevanovski,Biljana, Oriet,Christ, Jolicoeur, Pierre. Canadia Jouranl of Experimental Psychology. 2002,56(2):65-74
7 Ryan Fran. Experimental and Clinical Psychopharmacolgy 2002,10(2):67-76
8 Danling. Peng General Psychology(in chinese),Beijing Normal University Publisher, 2002,
321-335(彭聃龄，普通心理学 北京师范大学出版社，2002，321—335页)
9 Zhengyaun. Xu, Jiaxian. Shen, Jing.Lv, Zifang. Cao. Children Developmental Psychology(in chinese),Jilin Educational Publisher, 1996,380,406-407(许政援，沉家鲜，吕静，曹子方，儿童发展心理学，吉林教育出版社，1996，380页，406—407页)
10 Hejun. Zheng, Jinghua. Deng. High school student Psychology(in chinese),Zhejiang Educational Publisher, 1993,82(郑和钧 邓京华 高中生心理学 浙江教育出版社，1993，82页)