抄録
The purpose of the present study was to examine the effect of instructions on kindergarten children's memory of sentences of a story. Two experiments were conducted in similar conditions. In each experiment, 64 kindergarteners were assigned to one of the following four groups: general-memory instruction, each-scene-memory instruction, sequence-memory instruction, and no-memory instruction control. The general-memory instruction group was asked to learn the story, the each-scene-memory instruction group was asked to learn each scene of the story, the sequence-memory instruction group was asked to learn the sequence of the story, and the control group was not asked to learn the story. The main findings were as follows. All direct instructions to learn the story facilitated children's memo ry of the story, and instructions to learn specific aspects of the story facilitated children's memory of the specific aspects of the story.
