Why do children perseverate when they seem to know better: Graded working memory, or directed inhibition?
Why do children perseverate when they seem to know better: Graded working memory, or directed inhibition?
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DOI：
10.3758/bf03193091
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发表时间：
2007-12-01
影响因子：
3.5
通讯作者：
Munakata, Yuko
中科院分区：
文献类型：
--
作者：
Cepeda, Nicholas J.;Munakata, Yuko
孩子们有时会在从一项任务切换到另一项任务时遇到困难，尽管他们已经意识到了当前的任务要求。这种行为可能反映了直接抑制先前相关信息或充分激活当前任务的分级工作记忆表征的问题。我们使用计算机卡片分类任务测试了每个帐户的竞争预测，在该任务中，我们评估了儿童的任务切换能力和他们对当前任务需求的简单问题的反应速度。所有的孩子都正确地回答了这些问题，但是成功转换任务的孩子比坚持之前任务的孩子更快地回答问题，即使在考虑了处理速度和年龄之后。这种反应时间的差异支持分级工作记忆账户，更强的代表性，当前的任务要求，帮助任务切换和回答问题。这一结果对定向抑制理论提出了挑战，因为在回答缺乏冲突信息的简单问题时，不需要抑制任何东西。
Children sometimes have trouble switching from one task to another, despite demonstrating an awareness of current task demands. This behavior could reflect problems either directly inhibiting previously relevant information or sufficiently activating graded working memory representations for the current task. We tested competing predictions from each account, using a computerized card-sorting task in which we assessed children's task switching abilities and their response speed to simple questions about current task demands. All children answered these questions correctly, but children who successfully switched tasks responded more quickly to questions than did children who perseverated on previous tasks, even after factoring out processing speed and age. This reaction time difference supports graded working memory accounts, with stronger representations of current task demands aiding both task-switching and responses to questions. This result poses a challenge for directed inhibition accounts, because nothing needs to be inhibited to answer simple questions that lack conflicting information.