Encoding activities by preschool children under orienting versus learning instructions: Are onomatopoeias associated with more concrete images?:Are onomatopoeias associated with more concrete images?

概要

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Two experiments were conducted to investigate the mnemonic activity of young children and its relationships to the materials to be memorized. Thirty preschoolers were asked to remember one of the two kinds of 10-word list. The subjects who heard the 10 words in the form of onomatopoeias performed better in both free recall and recognition tasks than those who heard them in the form of ordinary common nouns, which was interpreted to indicate that an onomatopoeia might be associated with the more concrete image compared with an ordinary common noun. Another 30 children of the same age were required to arouse either an auditory or visual image of a particular referent as each word of the same 10-word list was presented, instead of being told to remember. These incidental learning conditions turned out to be superior to the intentional memory condition, suggesting that it was more effective for young children to develop some kinds of imagery of each referent than to be asked just to remember individual words.
公益社団法人日本心理学会の論文