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Publication
Efeitos do tipo de instrução/objectivo na memorização e recordação
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Authors
Advisor(s)
Abstract(s)
Este artigo descreve um trabalho
desenvolvido com crianças de 6 anos do 1º ano de escolaridade do
ensino básico, sobre a influência do tipo de instrução/
objectivo nos processos de memorização e recordação.
Comparámos uma instrução com um objectivo
significativo, prático e funcional com uma instrução
sem um objectivo prático, funcional e significativo. A
tarefa apresentada consistiu na apresentação de uma
lista de palavras às crianças. Na análise de resultados
verificámos que a existência de um objectivo significativo
se assumiu como um importante meio de memorização
e recordação. As crianças memorizaram
mais facilmente o material com uma instrução com um
objectivo prático, funcional e significativo.
The main objective of the present research is to study the effects of the type of instruction goal on the processes of memory and recall. Two groups of 6 year old children were interviewed. The task consisted in presenting to the children a list of words that they had to memorize. Children were divided in two groups: the experimental group received an instruction that was meaningful, functional and practical, while the control group received an instruction without meaningful purpose. Results revealed significant differences between the two groups. The experimental group memorized more words than the control group. This research suggests the importance of a meaningful purpose to both memory and recall activity.
The main objective of the present research is to study the effects of the type of instruction goal on the processes of memory and recall. Two groups of 6 year old children were interviewed. The task consisted in presenting to the children a list of words that they had to memorize. Children were divided in two groups: the experimental group received an instruction that was meaningful, functional and practical, while the control group received an instruction without meaningful purpose. Results revealed significant differences between the two groups. The experimental group memorized more words than the control group. This research suggests the importance of a meaningful purpose to both memory and recall activity.
Description
Keywords
Desempenho mnésico Crianças Objectivos Instruções Tarefas de memória significativas Memory performance Children Goals Instructions Meaningfui memory tasks
Citation
Análise Psicológica, 1(17), 27-39.
Publisher
Instituto Superior de Psicologia Aplicada