Context and attention control determine whether attending to competing information helps or hinders learning in school‐aged children
Context and attention control determine whether attending to competing information helps or hinders learning in school‐aged children
复制标题
情境和注意力控制决定了关注竞争性信息是否有助于或阻碍学龄儿童的学习
DOI：
10.1002/wcs.1577
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Amso, Dima
中科院分区：
文献类型：
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作者：
Markant, Julie;Amso, Dima
注意控制通过抑制不相关竞争输入的干扰来调节目标相关信息的有效处理，同时根据任务需求灵活地在相关输入之间分配注意力。研究表明，发展注意力控制技能可以通过减少与任务无关的竞争信息的干扰来促进有效的学习。另外的研究还表明，相互竞争的上下文信息可以为学习提供有意义的输入，不应该总是被忽视。相反，关注与任务目标相关的竞争性信息可以促进和扩大儿童的学习范围。我们回顾了过去的研究，考察了关注任务相关和任务无关的竞争信息对学习结果的影响，重点关注了儿童时期视觉注意与学习之间的关系。然后，我们提出了一个综合论证，即学习目标、学习环境和任务的背景以及发展中的注意力控制机制之间的复杂相互作用将决定关注竞争信息是有助于还是阻碍学习。这篇文章被分类为：心理学b>注意力心理学>学习心理学>发展与衰老
Attention control regulates efficient processing of goal‐relevant information by suppressing interference from irrelevant competing inputs while also flexibly allocating attention across relevant inputs according to task demands. Research has established that developing attention control skills promote effective learning by minimizing distractions from task‐irrelevant competing information. Additional research also suggests that competing contextual information can provide meaningful input for learning and should not always be ignored. Instead, attending to competing information that is relevant to task goals can facilitate and broaden the scope of children's learning. We review this past research examining effects of attending to task‐relevant and task‐irrelevant competing information on learning outcomes, focusing on relations between visual attention and learning in childhood. We then present a synthesis argument that complex interactions across learning goals, the contexts of learning environments and tasks, and developing attention control mechanisms will determine whether attending to competing information helps or hinders learning.This article is categorized under:Psychology > AttentionPsychology > LearningPsychology > Development and Aging