ABSTRACT As children transition from the early to later grades of elementary school, they become increasingly skilled at employing a variety of techniques – such as rehearsal and organizational strategies – for remembering information. Developmental changes in strategy use have been well documented, but little is known about the extent to which these “simple” techniques give way to more complex strategies, such as the study skills that are important in academically–based tasks in later elementary school. Moreover, although school experiences have been shown to be important in the development of young children’s deliberate memory skills, less is known about how the school context sets the stage for the use of more sophisticated strategies and study skills. In this article, we make use of data from a longitudinal study of children’s memory skills to describe associations among measures of children’s basic memory strategy use in the first and second grades and their implementation of more complex strategies and study skills in the fourth grade. We also highlight linkages between first-grade teachers’ use of “Cognitive Processing Language” (CPL) during instruction and children’s performance in the first, second, and fourth grades. This project reflects an ongoing collaboration among researchers, teachers, and school administrators, and we end with a discussion of the benefits – for both basic understanding and educational practice – that can result from such an endeavor.

中文翻译：

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将儿童早期的小学课堂经验与后来熟练的记忆和学习技能联系起来

摘要 随着儿童从小学低年级过渡到高年级，他们越来越熟练地使用各种技巧——例如排练和组织策略——来记忆信息。策略使用的发展变化已被充分记录，但很少有人知道这些“简单”技术在多大程度上让位于更复杂的策略，例如在小学后期以学术为基础的任务中很重要的学习技能。此外，虽然学校经历已被证明对幼儿刻意记忆技能的发展很重要，但人们对学校环境如何为使用更复杂的策略和学习技能奠定基础的了解较少。在本文中，我们利用儿童记忆技能纵向研究的数据来描述儿童在一年级和二年级使用基本记忆策略的措施与他们在四年级实施更复杂的策略和学习技能之间的关联。我们还强调了一年级教师在教学中使用“认知处理语言”（CPL）与儿童在一年级、二年级和四年级的表现之间的联系。该项目反映了研究人员、教师和学校管理人员之间正在进行的合作，我们最后讨论了这种努力可能带来的好处——对于基本理解和教育实践。