Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood
Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood
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DOI：
10.1080/15248370701202430
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发表时间：
2007-01-01
影响因子：
2.1
通讯作者：
Kray, Jutta
中科院分区：
文献类型：
--
作者：
Karbach, Julia;Kray, Jutta
在 5 岁儿童（N = 32，Mage = 5.9 岁）和 9 岁儿童（N = 32，Mage = 9.4 岁）中调查了使用言语过程进行任务之间有效切换的与年龄相关的变化。任务切换通过提示切换范例进行评估，以检查两个切换组件：（a）维护和选择以及（b）在任务集之间切换。本研究的目的是确定（a）童年时期两个转换成分的发育变化，（b）这些成分中与年龄相关的变化是否受到任务执行过程中“大声思考”（Ericsson＆Simon，1993）的语言表达的影响，以及（c）自我语言内容的年龄变化。结果显示，5 岁组的任务集维护和选择水平存在与年龄相关的障碍。孩子们主要用语言表达响应标签。然而，5 岁的孩子更经常标记他们的看法（Zelazo，1999），而 9 岁的孩子则使用语言来维持当前相关的任务集。两个年龄段都依赖相同的语言策略来促进任务切换，支持语言可以用来计划和指导行动的观点（Luria，1969）。
Age-related changes in the use of verbal processes for the efficient switching between tasks were investigated in 5-year-old children (N = 32, Mage = 5.9 years) and 9-year-old children (N = 32, M age = 9.4 years). Task switching was assessed by means of a cued switching paradigm to examine two switching components: (a) to maintain and select and (b) to switch between task sets. The aim of this study is to determine (a) developmental changes in both switching components during childhood, (b) whether age-related changes in these components are influenced by verbalizations in terms of "thinking aloud" (Ericsson & Simon, 1993) during task performance, and (c) age changes in the content of the self-verbalizations. Results show an age-related impairment of the 5-year-old group on the level of task-set maintenance and selection. Children mainly verbalized the response labels. However, whereas 5-year-olds more often labeled their perceptions (Zelazo, 1999), 9-year-olds used language to maintain the currently relevant task set. Both age groups relied on the same verbal strategy facilitating task switching, supporting the view that language can be used to plan and guide actions (Luria, 1969).