اثر بافت اجتماعی دو زبانه بر حافظه رویدادی خردسالان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی و عضو هیأت علمی دانشگاه پیام نور

2 دانشیارگروه روان‌شناسی دانشگاه پیام نور

چکیده

هدف از پژوهش حاضر بررسی اثر بافت اجتماعی دو زبانه بر حافظه رویدادی خردسالان است. بدین منظور کلیه 27 خردسال دو زبانه (ارمنی، فارسی زبان) در سه رده سنی 24،30 و 36 ماهه به روش نمونه گیری در دسترس انتخاب شدند.و گروه خردسالان یک زبانه (فارسی زبان) با آنها همتا شدند. به منظور سنجش مهارتهای حافظه، عملکرد تقلیدی آنها با آزمون حافظه عملی ،در سه مرحله بررسی و سه نوع ارزیابی خط پایه، ارزیابی آنی و ارزیابی با تاخیر در خردسالان مقایسه شد.داده ها با استفاده از آزمون تحلیل واریانس و آزمون تعقیبی توکی تحلیل شد. نتایج بدست آمده حاکی است که بین دو گروه از نظر مهارتهای حافظه تفاوت معناداری دیده نشد. اما تفاوت دو جنس معنادار بود بدین صورت که دختران نسبت به پسران برتری داشتند. همچنین بین ارزیابی های گوناگون (پایه، آنی و با تأخیر) تفاوت معنادار دیده شد. بدین صورت که ارزیابی آنی و با تأخیر از پایه بهتر بود. در این پژوهش مهارتهای زبانی خردسالان با عملکرد بلافاصله بعد از مدل کردن برای اندازه گیری های اعمال و توالی ها لازم است. بر همین روال یافته های اخیر پیشنهاد می کند حداقل تا دو سالگی زبان برای خردسالان عامل تعیین کننده و مهمی است از آنچه که به حافظه می رود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Bilingual Social Context on Children's Episodic Memory

نویسندگان [English]

  • Shokoufeh Mousavi 1
  • Ali Asghar Kakojouybari 2
1 Ph.D student in Psychology, Payame Noor University
2 Associate Professor in Psychology, Payame Noor University
چکیده [English]

The current study aimed to understand the effect of bilingual social context on children's episodic memory. In bilingual group Total 27 children participated at 24, 30 and 36 months of age. In this approach the convenience sampling method adopted, and monolingual group matched with them. The memory skills based upon elicited Imitation with action memory test, assessed in base line, immediate and delayed performance. The data synthesized using by variance analysis and tukey test. The data analysis revealed no significant differences between bilinguals and monolinguals. But in a broader extent the different genders show significant differences (i. e. girls gained higher scores). The base line, immediate and delayed performance resulted to significant difference. The immediate and delayed performance assessed to be better than base line performance. In this study children’s language skills were associated with performance immediately after modeling for both the actions and pairs measures of memory in the elicited imitation task. Accordingly, the current findings suggest that at least by 2 years of age, the language available to children is an important determinant of what gets into memory.

کلیدواژه‌ها [English]

  • bilingualism
  • Bilingual social context
  • episodic memory
  • children
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