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Do preschool children have modality specific recall abilities? - A cross-sectional pilot study
Cogent Education Pub Date : 2022-06-02 , DOI: 10.1080/2331186x.2022.2083519
Aparna Prasanna, Malavika Anakkathil Anil, Gagan Bajaj, Jayashree S Bhat

Abstract

Little is explored regarding the modality-specific differences in recall abilities of preschool children. Understanding modality-specific differences in the recall at an early age might give an insight into age-linked trends, which can lay a foundation for later development. The current study used a cross-sectional design to investigate the modality-specific differences in recall abilities of preschool children using a story and story stimulus. A total of 20 typically developing children between the ages of 3.6 to 5.5 years were presented with a story followed by a story recall task across auditory, visual, and auditory-visual modalities to determine modality-specific recall abilities. The results were analyzed using mixed ANOVA, which revealed higher recall ability in the auditory-visual modality than in other modalities. The findings are explained based on Dual coding theory, Multimedia effect, Mental imagery skills, Visual superiority effect, Attentional behavior, and Comprehension skill. The study implies the importance of Auditory-Visual modality in facilitating better recall in story-based tasks among preschool children.



中文翻译:

学龄前儿童有特定形式的回忆能力吗?- 一项横断面试点研究

摘要

关于学龄前儿童回忆能力的特定形式差异的探索很少。了解早期回忆中特定模式的差异可能会洞察与年龄相关的趋势,这可以为以后的发展奠定基础。目前的研究使用横断面设计来调查使用故事和故事刺激的学龄前儿童回忆能力的特定模式差异。共有 20 名年龄在 3.6 至 5.5 岁之间的发育正常的儿童接受了一个故事,然后是一个跨听觉、视觉和听觉-视觉模式的故事回忆任务,以确定特定模式的回忆能力。使用混合方差分析对结果进行分析,结果显示听觉-视觉模态的回忆能力高于其他模态。基于双重编码理论、多媒体效应、心理意象技能、视觉优势效应、注意行为和理解技能对研究结果进行了解释。该研究暗示了听觉-视觉模式在促进学龄前儿童更好地回忆基于故事的任务中的重要性。

更新日期:2022-06-02
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