Prior task experience increases 5‐year‐old children's use of proactive control: Behavioral and pupillometric evidence
Prior task experience increases 5‐year‐old children's use of proactive control: Behavioral and pupillometric evidence
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先前的任务经验增加了 5 岁儿童主动控制的使用：行为和瞳孔测量证据
DOI：
10.1111/desc.13181
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发表时间：
2022
影响因子：
3.7
通讯作者：
C.
中科院分区：
文献类型：
--
作者：
Yanaoka;K.;Van't Wout;F.;Saito;S.;& Jarrold;C.
儿童在遇到冲突时会进行认知控制，但他们也能主动解决冲突。最近的研究已经开始澄清支持在儿童中使用主动控制的机制；然而，关于这些机制还没有积累足够的知识。使用行为测量和斜视测量方法，我们测试了5岁儿童(N=458)通过获得抽象任务知识来学习使用主动控制的新可能性，这些抽象任务知识捕捉到了任务的规则。参与者被分配到前瞻性训练组或对照训练组。在主动性训练组中，参与者进入了一个鼓励使用主动性控制的训练阶段，然后是一个使用不同刺激的测试阶段，其中既可以使用主动性控制，也可以使用反应性控制。在控制训练组中，参与者进入训练阶段，其中两种认知控制策略都可以使用，然后是使用不同刺激的类似结构的测试阶段。我们证明，对照训练组的孩子在测试阶段比训练阶段反应更快、更准确，并表现出更大的线索相关的瞳孔放大。然而，在训练和测试阶段，主动训练组和对照训练组在反应时间、准确性和瞳孔扩大方面没有差异。这些发现表明，先前的任务经验超越了对任务目标激活时间的具体了解，可能会导致儿童进行更积极的内源性控制，即使他们没有被直接鼓励这样做。
Children engage cognitive control reactively when they encounter conflicts; however, they can also resolve conflicts proactively. Recent studies have begun to clarify the mechanisms that support the use of proactive control in children; nonetheless, sufficient knowledge has not been accumulated regarding these mechanisms. Using behavioral and pupillometric measures, we tested the novel possibility that 5‐year‐old children (N= 58) learn to use proactive control via the acquisition of abstract task knowledge that captures regularities of the task. Participants were assigned to either a proactive training group or a control training group. In the proactive training group, participants engaged in a training phase where using proactive control was encouraged, followed by a test phase using different stimuli where both proactive and reactive control could be used. In the control training group, participants engaged in a training phase where both cognitive control strategies could be used, followed by a similarly‐structured test phase using different stimuli. We demonstrated children in the control training group responded more quickly and accurately and showed greater cue‐related pupil dilation in the test phase than in the training phase. However, there were no differences in response times, accuracies, and pupil dilation between the proactive and control training groups in the training and test phases. These findings suggest that prior task experience, that goes beyond specific knowledge about the timing of task goal activation, can lead children to engage more proactive control endogenously, even if they are not directly encouraged to do so.