Previous studies have shown that reinstatement of spatial and temporal background information during learning can promote memory retention in adults. However, the effect in children is unclear. In order to explore the effect of episodic context reinstatement on the memory retention of different age groups, first‐grade students, third‐grade students, and third‐year college students studied two word lists. When the words were presented mixed together, the participants were told to either restudy the words under intentional learning conditions or make list discrimination judgements by indicating the list from which each word had originated. Results revealed that the retrieval practice based on the episodic context reinstatement paradigm showed a phased development trend in the participants compared to restudy. Episodic context reinstatement only promoted memory retention in the third‐grade children and college students, but not in the first‐grade children. During the early elementary school years, children do not have relatively mature episodic memory ability and cannot output memories according to context clues. Our finding suggests important guidance for the age‐appropriate use of tests as instructional tools in basic education.

中文翻译：

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情景情境的恢复促进了年龄较大但较年轻的小学儿童的记忆力保持。

先前的研究表明，在学习过程中恢复时空背景信息可以促进成年人的记忆力保持。但是，对儿童的影响尚不清楚。为了探讨情景情境恢复对不同年龄组记忆力保持的影响，一年级学生，三年级学生和三年级大学生研究了两个单词表。当单词混合在一起出现时，参与者被告知要么在有意学习的条件下重新学习单词，要么通过指出每个单词的来源列表来做出列表判别判断。结果表明，与情景学习相比，基于情景情境恢复范例的检索实践显示出参与者的阶段性发展趋势。情景情景恢复仅能促进三年级儿童和大学生的记忆力，而不促进一年级儿童的记忆力。在小学早期，儿童没有相对成熟的情景记忆能力，无法根据情境线索输出记忆。我们的发现为在年龄上适当使用测验作为基础教育的指导工具提供了重要的指导。