Rule-Guided Behavior across Species:Steps toward Declarative Cognition

跨物种的规则引导行为：走向陈述性认知的步骤

• 批准号: 9764411
• 负责人: Barbara Ann Church
• 金额: $ 23.18万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9764411
• 关键词: Address; Adult; Animal Model; Animals; Area; Attention; Back; Behavior; Behavioral; Beneficence; Brain Injuries; Caring; Categories; Child; Child Development; Church; Cognition; Cognitive; Color; Communication; Comparative Psychology; Dementia; Development; Dimensions; Evolution; Fostering; Grant; Human; Impairment; Individual; Influentials; Instruction; Knowledge; Label; Language; Learning; Linguistics; Literature; Mental Health; Methodology; Methods; Mind; Monitor; Names; Neurosciences; Neurosciences Research; Palliative Care; Participant; Patient Self-Report; Plant Roots; Process; Property; Psychologist; Reporting; Research; Research Personnel; Self Perception; Shapes; System; Time; Uncertainty; base; cognitive development; cognitive enhancement; cognitive function; cognitive neuroscience; cognitive system; cognitive testing; comparative; developmental disease; developmental psychology; flexibility; health goals; innovation; language impairment; mental state; metacognition; nonhuman primate; preference; success; tool

Metacognition (knowing one's own mental states), and declarative cognition (expressing them) are essential cognitive functions and focuses of research. The proposed research will extend these research areas. It will give participants (human adults, children, nonhuman animals) a behavioral-report methodology by which they can describe their own task approach. It will give researchers a nonverbal way to instruct participants in the correct task approach. It will explore a new aspect of metacognition—the self-awareness of one's own task strategy. It will explore the roots of declarative cognition in young children, by providing a behavioral channel for self- report before the verbal channel fully supports that declaration. It will be transformative in comparative psychology, providing behavioral self-reports to animals for the first time. To this end, the proposed research asks whether participants can tune attention based on the instruction provided by abstract icons. It asks whether they can use those icons to make reports of their own task approach. It asks whether these icons can acquire quasi-symbolic properties, so that they are understood receptively (inducing instructional sets) and productively (allowing self-reports of task strategies). It addresses those questions using matching, categorization, same-different, and other influential tasks from comparative and developmental psychology. Finally, it asks whether participants can use their abstract icons to state their task preferences. Metacognition and declarative cognition are crucial to intellectual adaptation, educational success, and daily living. Understanding them well is an important scientific and mental-health goal. The proposed research will provide new ways to study the most basic forms of these capacities. It will provide animal models. These can be used in neuroscience studies to foster or rehabilitate these capacities. The research will give developmental researchers tools for exploring the beginnings of declarative cognition during child development. It will open nonverbal channels of declarative cognition that could serve humans impaired at verbal communication. These could support human comfort and palliative care. It will open a new metacognitive channel by which comparative psychologists may understand better animals' self-reflective minds.

元认知（了解自己的心理状态）和陈述性认知（表达它们）是必不可少的 认知功能和研究重点。本研究将拓展这些研究领域。它会给 参与者（成人，儿童，非人类动物）的行为报告方法，他们可以 描述自己的任务方法。它将为研究人员提供一种非语言的方式来指导参与者正确的 任务方法。它将探索元认知的一个新的方面-对自己的任务策略的自我意识。它 将探索幼儿陈述性认知的根源，通过为自我提供行为渠道， 在口头渠道完全支持这一声明之前，报告。它将是变革性的， 心理学，首次向动物提供行为自我报告。 为此，拟议的研究询问参与者是否可以根据指示调整注意力 由抽象的图标提供。它询问他们是否可以使用这些图标来报告他们自己的任务 approach.它问这些图标是否可以获得准符号属性，使他们理解 接受性（诱导指令集）和生产性（允许任务策略的自我报告）。它解决 这些问题使用匹配，分类，相同-不同和其他有影响力的任务，从比较 和发展心理学。最后，它询问参与者是否可以使用他们的抽象图标来陈述他们的 任务偏好。 元认知和陈述性认知对智力适应、教育成功和日常生活至关重要。 living.充分了解它们是一个重要的科学和心理健康目标。拟议的研究将 为研究这些能力的最基本形式提供了新的方法。它将提供动物模型。这些可以 用于神经科学研究以培养或恢复这些能力。这项研究将为发展 研究人员的工具，探索儿童发展过程中的陈述性认知的开始。的中国将是一 陈述性认知的非语言渠道，可以为语言交流受损的人服务。这些 可以支持人类舒适和姑息治疗。它将打开一个新的元认知通道， 比较心理学家也许能更好地理解动物的自我反思思维。