该项研究揭示了4岁和6岁儿童在分别与同龄伙伴、实验者、教养员和母亲交往的情境下,识记、再现词汇的年龄差异和性别差异:4岁儿童在教养员在场时熟记材料的成绩较好,在实验者在场时,成绩稍差,在母亲和伙伴在场时,成绩最差;6岁儿童除伙伴在场外,在同各种成人交往时,几乎都能同样地完成熟记任务。在整个实验中,4岁和6岁两个年龄组的女孩再现词汇的数量都比男孩多。研究存分别对4岁和6岁儿童在与不同对象交往时的自我表现进行了饶有兴趣的质的分析。 The study revealed the age differences and gender differences of 4-year and 6-year-olds in the context of interaction with peers, experimenters, educators and mothers, respectively: The performance of the recorded material was better. When the experimenter was present, the results were a bit weaker, with the worst grades when the mother and the partner were present. The 6-year-olds almost all finished the same when they were with various adults except the partners Mature remember the task. Throughout the experiment, girls in both age groups 4 and 6 reproduce more words than boys. The study conducted an intriguing and qualitative analysis of the self-expression of 4-year and 6-year-old children when interacting with different subjects.