| 1. | The experiment on error pattern made by individual in serial tasks
个体完成系列回忆任务时错误类型发展的实验研究 |
| 2. | The experiments on error pattern made by high school students in serial recall tasks
中学生完成系列回忆任务错误类型发展的实验研究 |
| 3. | Two experiments examine developmental changes of error type in serial recall tasks
本研究通过两个实验，探讨了小学生完成系列回忆任务时错误类型的发展特点。 |
| 4. | The experiment on error pattern made by high - score students and low - score students of primary school in serial tasks
小学优生与差生完成系列回忆任务错误类型发展的实验研究 |
| 5. | ( 2 ) in serial recall task , four types of error are found , that is omissions , intrusions , movements and repetitions
( 2 )小学生在完成系列回忆任务时出现四种错误类型，即遗漏错误、侵入错误、移动错误和重复错误。 |
| 6. | In a recall task , the person learns the memory set and is then asked to reproduce the items from memory without any cues ( e . g . , " list all the aircraft in the sector . " )
在回忆任务中，你学习那些记忆组并在没有任何提示下从记忆中把记忆组的各个项目给重新列出来(如: “请列出扇区中的所有飞机。 ” |
| 7. | The results of experiment 1 show ( l ) the proportion of correctness of primary school students increases with the grade advancing , and the difference of proportion of correctness between grade one and grade five is significant
结果发现： ( 1 )小学生在完成系列回忆任务时正确回忆率随年级的升高而提高。其中，一年级与五年级学生正确回忆率差异显著。 |
| 8. | In experiment 2 , experimental materials and dependent variables are the same as experiment l . the results of experiment 2 show ( 1 ) the proportion of correctness of high - score students and low - score students increases with age
结果发现： ( 1 )小学优生和差生在完成系列回忆任务时，优生的正确回忆率高于差生，一年级优生与差生正确回忆率差异显著。 |
| 9. | The research indicates that the each - sided development of stm is uneven balanced although the overall ability of stm for the primary school students increases with the grade advancing . the inhibition of output and the speed of output develop the fastest ; but the suppression of dealing with the irrelevant information and the development of the encoding ability of the temporary characteristics develop relatively late . it shows that intrusions and repetitions have no differences in terms of grades advancing while the proportion
小学生完成系列回忆任务盯错误类型发展的买验研究从本研究中可以看出，虽然小学生stm整体能力随年级升高而不断提高，但stm能力的各侧面发展是不平衡的，其中输出抑制和输出速度发展最快，而对无关信恩的抑制和暂时特征编码能力发展相对较晚，表现为随年级的升高，侵入错误和重复错误无年级差异，而遗漏和移动错误错误率存在显著差异。 |
