The Developmental Influence Of Partial Negative And All Negative On Memory

Negation is an integral part of our daily communication.Some researchers have found that when some features of an object are negated,individuals will remember the object as non-existence.But according to other studies,when an item is negated,the item is will be remembered as existence.The question of this study is whether partial negation and whole negation have different effects on individual memory.Children are in a stage of rapid language development.Given the fact,is the effect of negation on their memory different from the effect of negation on adults? Therefore,this study takes preschool children and junior high school students as the experimental objects to explore the influence of negation on the development of memory.This study consists of two experiments.In experiment 1,junior high school students are selected as experimental objects.Single factor experiment within subjects was tested.The independent variable is the negative content.There are three cases: affirmative,all negative and partial negative.The dependent variable is accuracy rate.The experimental objects are asked to listen to an audio clip and then attend a memory test.The test includes three types of sentences: sentences that are completely positive,partial negative and entirely negative.Experimental objects negate or affirm the sentences they hear.After that,it is a 20-minute word-filling test,which is followed by a final memory test.Experimental objects are asked to determine whether the words presented appeared in the audio or not.The experimental design is similar to experiment 1,but the filling test is a 10-minute block building activity.The result of experiment 1 is that when middle school students are used as experimental objects,they are more likely to remember an entity after correctly identifying its features.And when they correctly negate the features of an entity,they are more likely to forget that the object has ever existed.When experimental objects correctly negates the whole entity,they negate the existence of that entity.Experimental objects are much more likely to remember the presence of an object than completely unnegated distractors.According to the results of experiment 2,preschool children are more likely to remember an entity after positive repetition,that is,when experimental objects correctly identify its features.And when a part is negated,or when experimental objects correctly negate a feature of the entity,they are more likely to forget that the object has ever existed.After correctly judging sentences that are wholly negated,they are more likely to believe that the item exist.To sum up,when experimental objects correctly negate some of the features of something that exists,they are more likely to think it doesn’t exist.Compared with preschool children,junior middle school students are more likely to have false memory after correctly negating the whole object.Figure 2;Table 2;Reference 179...