Individual differences in children's event memory reports and the narrative elaboration technique
成果类型：
Article
署名作者：
Brown, D; Pipe, ME
署名单位：
University of Otago
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/0021-9010.88.2.195
发表日期：
2003
页码：
195-206
关键词：
摘要：
Children between 7 and 8 years old took part in a staged event at school and I week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or, verbal prompting.
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