The Development of Learning, Performing, and Controlling Repeated Sequential Actions in Young Children
The Development of Learning, Performing, and Controlling Repeated Sequential Actions in Young Children
复制标题
幼儿学习、执行和控制重复序列动作的发展
DOI：
10.1111/tops.12557
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发表时间：
2021
影响因子：
3
通讯作者：
Saito Satoru
中科院分区：
文献类型：
--
作者：
Yanaoka Kaichi;Saito Satoru
我们的日常生活是由几个连续的动作组成的，我们例行执行，如做早餐，乘火车，换衣服。先前的研究已经证明，常规系统在熟悉情况下执行和控制重复的顺序动作中发挥作用，而自上而下的控制系统涉及在新情况下对常规系统的控制。具体来说，大多数发展研究都集中在自上而下的控制系统（例如，执行功能）作为一个因素，使控制目标导向的行动在新的情况下。然而，它还没有被彻底研究如何幼儿学习，执行和控制重复的顺序动作在熟悉的环境。在这篇综述中，基于最近对成年人的计算解释，我们从发展的角度强调了常规系统的两个关键方面：（1）上下文表征的自动灵活变化，使人类能够适当地选择上下文相关的行动;（2）检测异常情况，这表明需要控制以避免错误。此外，我们提出了常规系统的发展机制及其潜在的驱动因素，如统计功能和执行功能。最后，我们建议，常规和执行功能之间的相互作用的调查可以形成理解的基础学习，执行和控制重复的顺序动作在幼儿和讨论在这方面的未来方向。
Our daily lives are composed of several sequential actions that we perform routinely, such as making breakfast, taking a train, and changing clothes. Previous research has demonstrated that a routine system plays a role in performing and controlling repeated sequential actions in familiar situations, and a top‐down control system involves the control of the routine system in novel situations. Specifically, most developmental studies have focused on the top‐down control system (e.g., executive functions) as a factor enabling the control of goal‐directed actions in novel situations. Yet, it has not been thoroughly examined how young children learn, perform, and control repeated sequential actions in familiar contexts. In this review, based on recent computational accounts for adults, we highlight two critical aspects of the routine system from a developmental perspective: (1) automatic flexible changes of contextual representations, which enables humans to select context‐dependent actions appropriately; and (2) detection of deviant situations, which signals the need for control to avoid errors. In addition, we propose the developmental mechanism underlying the routine system and its potential driving factors such as statistical regularities and executive functions. Finally, we suggest that an investigation into the interplay between routine and executive functions can form foundations for understanding learning, performing, and controlling repeated sequential actions in young children and discuss future directions in this area.