Repeated sequential action by young children: Developmental changes in representational flexibility of task context
Repeated sequential action by young children: Developmental changes in representational flexibility of task context
复制标题
幼儿重复的顺序动作：任务环境表征灵活性的发展变化
DOI：
10.1037/dev0000678
复制
发表时间：
2019
影响因子：
4
通讯作者：
S.
中科院分区：
文献类型：
--
作者：
Yanaoka;K.;& Saito;S.
大量的发展研究表明，学龄前儿童能够报告、模仿和执行他们日常进行的连续动作。然而，很少有研究探讨学习如何执行此类例程所需的发育和认知机制。先前的例程计算模型认为，例程底层的任务上下文的表示可以灵活地改变。这一观点得到了经验证据的支持，即如果成年人在日常生活过程中被打断，那么在选择与情境相关的行动之前被打断比在更早被打断的情况下犯的错误更少。另一个计算模型检查了成年人学习执行日常事务的效率，并提出了学习效率与执行功能的关系。本研究旨在通过一项实验任务来检验上述模型和来自成人的证据是否可以推广到学龄前儿童，其中儿童被要求扮演面包师的角色，在短暂的干扰下，反复为猫或老鼠烤面包。实验1表明，与分支点之前的中断相比，较早的中断往往会导致年龄较大的儿童产生更多的分支点错误，而年龄较小的儿童往往容易受到两种中断的影响。此外，通过两项实验，这项研究表明，幼儿如何代表任务环境的发展差异与其执行功能有关。这些发现表明，任务环境的表征灵活性是儿童执行重复连续动作及其与执行功能关联的基础。（PsycINFO 数据库记录 (c) 2019 APA，保留所有权利）
A wealth of developmental research suggests that preschoolers are capable of reporting, imitating, and performing sequential actions they engage in routinely. However, few studies have explored the developmental and cognitive mechanisms required for learning how to perform such routines. A previous computational model of routines argued that a representation of task contexts underlying routines could change flexibly. This position was supported by the empirical evidence that if adults are interrupted in the course of a routine, they make fewer errors if they are interrupted just before the selection of context-dependent action than if they are interrupted earlier. Another computational model examined how efficiently adults learned to perform routines and suggested the relationship of learning efficacy with executive functions. The present study aimed to examine whether the above-mentioned models and evidence from adults can be extended to preschoolers by using an experimental task, in which children were required to play the role of a baker and repeatedly make toast for either a cat or mouse, with momentary distractions. Experiment 1 showed that earlier interruption tended to cause older children to produce more branch point errors than interruption immediately before the branch points, whereas younger children tended to be vulnerable to both interruptions. Further, across 2 experiments, this study showed that the developmental differences in how young children represent task contexts were associated with their executive functions. These findings indicate that the representational flexibility of task contexts underlies children’s performance of repeated sequential actions and its association with executive functions.(PsycINFO Database Record (c) 2019 APA, all rights reserved)