Sources of Cognitive Inflexibility in Set-Shifting Tasks: Insights Into Developmental Theories From Adult Data.
Sources of Cognitive Inflexibility in Set-Shifting Tasks: Insights Into Developmental Theories From Adult Data.
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设定转换任务中认知不灵活性的根源：从成人数据中洞察发展理论。
DOI：
10.1080/15248372.2011.573516
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Dick,AnthonySteven
中科院分区：
文献类型：
--
作者：
Dick,AnthonySteven
两个实验研究了通常用于评估儿童执行功能发展的集合转移任务中认知能力的潜在过程。成年参与者执行了一项灵活的项目选择任务（FIST），该任务需要从一个维度（例如，颜色）到通过第二正交维度分类（例如，形状）。实验结果表明，表现的FIST涉及抑制的代表性被忽略的维度;响应时间选择一个目标对象在一个奇怪的任务后立即较慢时，奇怪的目标是以前被忽略的刺激的FIST。然而，来自先前相关刺激维度的主动干扰也损害了反应。本研究的结果与儿童和成人在维度转换任务中的两个主要困难来源理论：注意惯性和负启动进行了讨论。与以前的工作相比，强调一个过程，研究结果表明，困难的第一次，并通过扩展其他集转移任务，可以归因于boththe需要从以前参加的表示（注意惯性）和需要转移到以前被忽视的表示（负启动）。结果进行了讨论，在成人和儿童的认知能力的理论解释。
Two experiments examined processes underlying cognitive inflexibility in set-shifting tasks typically used to assess the development of executive function in children. Adult participants performed a Flexible Item Selection Task (FIST) that requires shifting from categorizing by one dimension (e.g., color) to categorizing by a second orthogonal dimension (e.g., shape). The experiments showed performance of the FIST involves suppression of the representation of the ignored dimension; response times for selecting a target object in an oddity task immediately following were slower when the oddity target was the previously ignored stimulus of the FIST. However, proactive interference from the previously relevant stimulus dimension also impaired responding. The results are discussed with respect to two prominent theories of the source of difficulty for children and adults on dimensional shifting tasks:attentional inertiaandnegative priming. In contrast to prior work emphasizing one process over the other, the findings indicate that difficulty in the FIST, and by extension other set-shifting tasks, can be attributed toboththe need to shift away from the previously attended representation (attentional inertia) and the need to shift to the previously ignored representation (negative priming). Results are discussed in relation to theoretical explanations for cognitive inflexibility in adults and children.