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为了探讨负启动效应在学前儿童规则灵活转换中的作用,用几个不同负启动版本的维度改变卡片分类任务(DCCS)研究了DCCS中的负启动效应及其在3、4岁儿童中的发展。实验一验证了儿童在负启动版本DCCS任务中的年龄发展趋势,发现与标准版本一样,大多数3、4岁儿童都不能通过,但随着年龄增长负启动会逐渐减少,更多的儿童能够顺利通过任务。实验二考察了DCCS中负启动发生的条件,发现在任务的转换前阶段,无论分类规则间存在冲突还是目标卡片与测试卡片间无关维度值上存在冲突,负启动都会发生,由此揭示出能引起选择性注意和主动抑制的冲突是负启动发生的关键。实验三探讨了负启动时主动抑制发生的层面,发现儿童主动抑制的并非是无关维度中一个或某几个特定的值,而是整个无关的维度,表明抑制发生在维度这一更抽象的上位水平上。说明由抑制而产生的负启动或许也应成为儿童认知灵活性发展中需要克服的一个问题。
To explore the role of negative priming effects in preschool children’s rule-based flexible transitions, negative priming effects in DCCS and their development in 3,4-year-old children were studied using several different negative-priming dimensional change card classification tasks (DCCS) . Experiment 1 validated the children’s age trend in the negative DCCS task and found that most children, like the standard version, failed to pass the majority of 3,4-year-old children, but negative start-up gradually decreased with age, and more children could Smoothly through the mission. In the second experiment, the conditions of negative start in DCCS were investigated. It was found that negative start occurred in the pre-transition phase of the task, regardless of the conflict between the classification rules or the irrelevant dimension values between the target card and the test card Conflicts that cause selective attention and active suppression are the key to negative take-off. In the third experiment, the level of active inhibition during negative activation was explored. It was found that the inhibition of children was not one or a few specific values in the irrelevant dimension but rather the unrelated dimension, indicating that inhibition occurred in the more abstract position of dimension On the level. It may also be that negative activation due to depression should also be a problem that needs to be overcome in the development of cognitive flexibility in children.