不熟悉的实验者对儿童主动和反应性控制的影响
Aurélien Frick1, Clément Belletier2, Wenjia Tan3,4
1School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK. asaf1@st-andrews.ac.uk.
Scientific reports
|February 18, 2025
概括
实验人员的存在减缓了儿童的认知控制表现,特别是对于年幼的儿童在需要主动控制的任务上. 这凸显了社会环境如何影响认知发展.
科学领域:
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
- 社会心理学 社会心理学
背景情况:
- 认知控制对于学业成功至关重要.
- 背景因素影响认知控制的发展.
- 社会存在对儿童认知控制的影响还未得到充分研究.
研究的目的:
- 调查其他人的存在是否会影响儿童的认知控制参与.
- 检查社交存在如何影响儿童的反应和主动控制.
主要方法:
- 123名中国儿童 (5岁和9岁) 进行了AX-持续性表现任务 (AX-CPT).
- 参与者要么单独完成任务,要么在实验者的存在下完成任务.
- AX-CPT评估了反应性和主动性认知控制.
主要成果:
- 实验者的存在对响应延迟有负面影响,但对准确性没有影响.
- 这种效应在需要主动控制的试验中更为明显.
- 年幼的孩子 (5岁) 比年长的孩子 (9岁) 更容易受到影响.
结论:
- 社会因素,比如一个不熟悉的实验者的存在,调节儿童的认知控制表现.
- 这些发现表明,社交存在对主动控制的影响比反应性控制更大.
- 需要进一步的研究来探索儿童时期社会存在效应背后的认知机制.
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