抄録
This study was designed to examine developmentally the effects of labeling (no label vs. label) and delay-of-recall (15-sec vs. 0-sec) on serial STM. The Ss were kindergarten, first-grade and fourth-grade children. The Ss were tested individually using the probe technique. For all groups, STM performances were the same, and primacy and recency effects were found. There was no labeling effect for fourth-graders, but for the other groups labeling facilitated a recency effect. As to a primacy effect, labeling disturbed it in kindergarteners but facilitated it in first-graders. Delay-of-recall had a disturbing effect upon both primacy and recency effects in kindergarteners but only upon the latter in the other groups. It was suggested that these findings couldn't be explained by the rehearsal hypothesis.
