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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

基本信息

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
项目类别：
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

项目摘要

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