当刺激的变化加快了成人和学龄儿童的任务知识的学习
Kaichi Yanaoka1, Félice Van't Wout2, Satoru Saito3
1Osaka Kyoiku University, Osaka, Japan.
Quarterly journal of experimental psychology (2006)
|April 1, 2024
概括
学习参与认知控制受到刺激变化的影响. 具有反应性控制的先前经验阻碍了主动控制的参与,特别是在刺激发生变化时的儿童中,影响抽象任务知识传递.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
背景情况:
- 经验的变化有助于抽象知识的形成和转移到新的情况.
- 认知控制包括主动控制 (预期) 和反应控制 (冲突驱动).
- 了解刺激的变化如何影响认知控制的参与对于发展和教育环境至关重要.
研究的目的:
- 研究刺激变异性对成人和儿童主动和反应性认知控制的参与的影响.
- 检查先前的反应性控制经验如何影响后来的主动性控制,反之亦然.
- 评估对认知控制的变化效应的年龄相关差异.
主要方法:
- 四个预先注册的在线实验,使用一个暗示的任务交换范式.
- 涉及的成人和9至10岁的儿童.
- 操纵刺激变化在线索和目标元素跨区块的变化.
主要成果:
- 对于成人和儿童来说,先前的反应性控制经验导致后续主动控制任务的反应更慢.
- 9至10岁的孩子在非信息性刺激变化时表现出负面转移,而不是固定时.
- 成年人表现出不同刺激操纵条件的变化效应的暗示性证据.
结论:
- 刺激的可变性在塑造认知控制参与度方面发挥着重要作用.
- 使用反应性控制的经验可能会对主动性控制产生负面影响,特别是当任务环境发生变化时,对较小的孩子来说.
- 研究结果强调了考虑刺激变性的重要性,以了解认知控制的发展和转移.
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