Separable/integral classification by hyperactive and normal children
Separable/integral classification by hyperactive and normal children
复制标题
按多动儿童和正常儿童进行可分离/整体分类
DOI：
10.1017/s0954579400004508
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发表时间：
1993
影响因子：
3.3
通讯作者：
J. Dufresne
中科院分区：
文献类型：
--
作者：
K. Amin;V. Douglas;M. Mendelson;J. Dufresne
摘要本研究验证了与多动症相关的信息处理缺陷与自我调节功能障碍有关的假设。多动和控制儿童进行了比较nonspeeded分类任务。在研究1和2中，儿童分类的三组（三和弦）或四组（四分）刺激。刺激的大小和亮度或长度和密度同时变化。它们可以在一个维度的相同值的基础上进行分析（可分离地）分类，并在总体相似性的基础上进行整体（整体地）分类。对照组儿童对三分体和四分体进行了相同数量的空间分类。然而，正如所预测的那样，多动儿童对四分体的维度分类较少，这表明他们显然在增加的处理负荷下采取了不那么费力的整体反应。在研究1中有一个意想不到的发现，年龄较大的多动儿童似乎表现得像年轻的对照组，当大小而不是亮度是共享维度时，会进行更多的维度分类。研究3探讨了多动儿童在对共享维度的反应上落后于对照组的可能性。三个年龄组的正常儿童（平均年龄：5，8和11岁）和成人被要求分类的大小和亮度不同的刺激。与滞后假设一致，正常学龄前儿童的行为与研究1中的年轻多动儿童一样，根据大小和亮度进行分类。讨论了加工负荷和刺激显著性对多动儿童认知缺陷的影响。
Abstract This research tested the hypothesis that information-processing deficits associated with hyperactivity implicate a self-regulatory dysfunction. Hyperactive and control children were compared on nonspeeded classification tasks. In Studies 1 and 2, children classified sets of either three (triads) or four (tetrads) stimuli. The stimuli varied simultaneously on size and brightness or on length and density. They could be classified analytically (separably) on the basis of identical values for one dimension and holistically (integrally) on the basis of overall similarity. Control children made an equal number of dimensional classifications for triads and for tetrads. As predicted, however, hyperactive children made fewer dimensional classifications for tetrads, suggesting that they apparently resorted to less effortful holistic responding under the increased processing load. In an unexpected finding in Study 1, older hyperactive children appeared to behave like younger controls, making more dimensional classifications when size, rather than brightness, was the shared dimension. Study 3 explored the possibility that hyperactive children lagged behind the controls in their responding to the shared dimensions. Three age groups of normal children (mean ages: 5, 8, and 11 years) and adults were asked to classify stimuli that varied on size and brightness. Consistent with the lag hypothesis, normal preschoolers behaved like the young hyperactive children in Study 1, classifying equally on the basis of size and brightness. The discussion focuses on the contribution of processing load and stimulus salience to the cognitive deficits of hyperactive children.