小学２年生の文章記憶に及ぼす自己選択精緻化の効果

概要

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The present study compared the effectiveness of three types of elaboration: self-generated, self-choice and experimenter-provided elaboration, on incidental memory of text in second graders. The second graders listened to a fantasic story and then: in the self-generated elaboration condition, answered "why" question about a particular topic in the story; in the self-choice elaboration condition, chose more appropriate one of the alternative answers to the question; in the ex-perimenter-provided elaboration condition, judged the appropriateness of each of two answers. This was followed by unexpected free recall and cued recall tests. In free recall test, there were no differeneces of performance as a function of the level of a subject's academic performance and types of elaboration. Whereas in cued recall, self-choice elaboration led to better performance than other two elaborations for good achievers in academic performance, but the differences of performance among three conditions were not found for poor achievers. The results were interpreted as showing that the effect of self-choice elaboration on incidental memory of text was determined by the level of a subject's academic performance in this grade.
2003-03-31