认知控制在处理符号大小的过程中的发展痕迹
Miguel Ayala-Cuesta1, Pedro Macizo1
1University of Granada, Spain; Mind, Brain and Behavior Research Center, CIMCYC, Spain.
Journal of experimental child psychology
|January 31, 2026
概括
孩子 孩子 孩子 孩子
科学领域:
- 认知发展 认知发展
- 数字认知 数字认知
- 发展心理学 发展心理学
背景情况:
- 了解儿童如何处理多位数对于教育实践至关重要.
- 数组件和大小处理之间的相互作用尚未完全理解.
- 调查儿童数值任务中的抑制机制,为认知控制发展提供了洞察力.
研究的目的:
- 为了检查处理两位数的发展轨迹.
- 评估孩子们因大小处理而产生的冲突.
- 探索抑制机制在解决数值干扰中的作用.
主要方法:
- 7-11岁的儿童执行了两次试验的大小比较任务,使用两位数的数字.
- 试验1涉及兼容 (例如21-73) 和不兼容 (例如61-53) 的比较.
- 试验2评估了在试验1之后的相关 (例如,41-43) 与非相关数组之间的表现.
主要成果:
- 不兼容的比较结果比兼容的比较差,这种效果随着年龄的增长而增强.
- 在不兼容的试验后,相关的数字对显示了所有年龄组的表现下降.
- 兼容性效应随着年龄的增长而增加,表明处理过程中的发育变化.
结论:
- 数字开发支持多位数数的组件并行处理.
- 儿童需要时间来解决干扰和克服认知冲突后的抑制.
- 研究结果强调了数字认知和发育中的抑制性控制的不断变化的性质.
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