DEVELOPMENTAL CHANGE IN SPEED OF PROCESSING

在速度研究中，年龄差异普遍存在且很大 个人用来执行认知过程。 这些年龄 差异可能反映了特定任务技能的获得，或者它们 可能反映出限制中央机制的变化 所有加速任务的性能。 三种类型的实验 并建议提供证据来区分这些 解释。 一种方法是检查发育功能的速度 不同的过程。 如果中央机制限制处理 速度，不同过程的速度应该以相同的速度发展 率；如果特定任务技能是造成年龄差异的原因 处理速度，速率之间没有必然关系 针对不同的流程进行开发。 这些作品将 通过比较源自的发育功能进行评估 四项任务的表现：心算、心加、 图形矩阵和几何类比。 科目将是8- 到22岁。 第二种方法是检查域中的处理速度 儿童和成人拥有同等知识的地方。 在这里，年龄 应根据具体技能消除差异 解释，但只是根据中央机制减少 假设。 这些预测将通过比较来检验 儿童和成人棒球专家以及儿童的表演 以及成人新手的视觉搜索、记忆搜索和心理搜索 轮换任务。 第三种方法是让受试者执行两项任务 同时。 根据具体技能来看，如果孩子 和成年人在执行任务方面是平等的 单独而言，它们应该具有相同的并发性能 任务。 相比之下，根据中央机制 假设，儿童的并发表现应小于 成人的，反映了儿童对儿童的更大限制 中央机制。 这些预测将由 测试儿童和成人的心理旋转、视觉搜索或 记忆搜索任务。 每个任务将由 和 执行 没有并发任务。

Age differences are ubiquitous and large in studies of the speed with which individuals execute cognitive processes. These age differences may reflect acquisition of task-specific skills or they may reflect change in a central mechanism that limits performance on all speeded tasks. Three types of experiments and proposed to provide evidence to distinguish these explanations. On approach is to examine developmental functions for speeds of different processes. If a central mechanism limits processing speed, speeds of distinct processes should develop at the same rate; if task-specific skills are responsible for age differences in processing speed, there is no necessary relation between rates of development for different processes. These productions will be evaluated by comparing developmental functions derived from performance on four tasks: mental arithmetic, mental addition, figural matrices, and geometric analogies. The subjects will be 8- to 22-year-olds. A second approach is to examine processing speed in domains where children and adults have equal knowledge. Here, age differences should be eliminated according to the specific-skills explanation, but only reduced according to the central mechanism hypothesis. These predictions will be tested by comparing the performance of child and adult baseball experts as well as child and adult novices on visual search, memory search, and mental rotation tasks. A third approach is to have subjects perform two tasks simultaneously. According to the specific skills view, if children and adults are equal in their performance of the tasks individually, they should have equal concurrent performance on the tasks. In contrast, according to the central mechanism hypothesis, children's concurrent performance should be less than adults', reflecting the greater constaints imposed on children by the central mechanism. These predictions will be evaluated by testing children and adults on mental rotation, visual search, or memory search tasks. Each task will be performed with and without a concurrent task.