执行职能作为媒体多任务处理和青少年不同思维之间的长度关系的调解者
Shuyu Shan1, Ziying Li2, Yuxin Fan1
1School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China.
PsyCh journal
|July 12, 2025
概括
高中初中学生的高媒体多任务处理对执行功能和分歧思维产生了负面影响. 较低的执行功能,由于媒体的多任务处理,可以矛盾地增强不同的思维技能.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 由于技术的不断发展,青少年经常参与媒体多任务处理.
- 了解媒体多任务处理和认知能力之间的联系对于教育支持至关重要.
研究的目的:
- 为了研究媒体多任务处理和初中学生的分歧思维之间的纵向关系.
- 检查执行职能在这种关系中的调解作用.
主要方法:
- 一项长度研究,对609名初中生进行了六个月的评估.
- 这些措施包括开发青少年执行功能量表,替代用途测试 (AUT) 和媒体多任务量表 (MMS).
- 对等级,性别和原产地进行统计分析.
主要成果:
- 在T1时的媒体多任务处理与在T2时的不同思维和执行功能的负相关.
- 在T2的执行功能与在T2的分歧思维有负相关性.
- 在T2的执行职能部分调解了T1的媒体多任务处理和T2的分歧思维之间的负面关系.
结论:
- 高度的媒体多任务处理与青少年的执行功能下降有关.
- 执行功能的减少反过来可能会影响不同的思维.
- 研究结果突出了媒体习惯,执行功能和初中学生的创造力之间的复杂相互作用.
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