有无提示下一任务和任务重要性在不同年级任务转换中的作用

发布时间：2018-03-31 23:09

本文选题：任务转换　切入点：提示　出处：《江西师范大学》2013年硕士论文

【摘要】：以迷宫图和无意义音节为材料，采用任务线索范式和指示转换范式，考察有无提示下一任务和重要性在五个年级（小学三年级、五年级，，初中二年级、高中一年级、大学二年级）男女生任务转换中的发展特点。研究结果如下：一、四种实验条件下的年级效应显著。（1）在不提示下一任务和不提示任务重要性情况下，小学三、五年级学生执行控制能力飞速发展，到初二顶峰后稳定。（2）在提示下一任务但不提示任务重要性的条件下，提示下一任务对学生的作用，从小学三年级到五年级高速发展，五年级顶峰后缓慢增长趋于稳定。（3）学生在提示下一任务和提示任务重要性高条件下的任务转换能力，在小学三、五年级、初二飞速发展，初二以后趋于稳定。（4）在不提示下一任务但提示任务重要性高条件下，随着年级升高提示任务重要性对各年级学生任务转换成绩有促进作用。二、同一年级前三种实验条件效应比较显示：（1）高一年级学生在不提示任务重要性的情况下，不提示下一任务比提示下一任务成绩反而高。（2）大二学生在有提示下一任务的情况下，提示任务重要性高比不提示任务重要性成绩高。三、同一年级在不提示下一任务的情况下是否提示下一任务重要的效应。小学三年级学生在不提示下一任务的情况下，提示下一任务重要比不提示任务重要，识记无意义音节数量有显著增长。四、同一年级在提示下一任务重要的情况下是否提示下一任务的效应。（1）在提示下一任务重要的情况下，初二学生提前预知下一任务比非提前预知下一任务正确识记无意义音节数量显著多。（2）在提示下一任务重要的情况下，高一年级学生提前预知下一任务比非提前预知下一任务正确识记无意义音节数量反而显著减少。五、同一年级提示下一任务不提示任务重要与不提示下一任务提示任务重要的比较。小学三年级、高一年级提示任务重要性比提示下一任务对正确识记无意义音节的促进作用大。
[Abstract]:Using labyrinth graph and meaningless syllable as materials, using task cues paradigm and indicator transformation paradigm, we investigated whether the next task and importance were indicated in five grades (grade 3, grade 5, grade 2, grade 1). Second year) the development characteristics of male and female students in task transition. The results are as follows: first, the grade effect of the four experimental conditions is significant. (1) without indicating the importance of the next task and the importance of the task, the ability of executive control of the third and fifth grade students develops rapidly. In the condition of indicating the next task but not the importance of the task, the role of the next task to the students, from the third grade to the fifth grade of primary school, developed at a high speed. After the peak of grade 5, the slow growth tends to stabilize.) students' ability to change tasks under the conditions of high importance of indicating the next task and the importance of indicating tasks develops rapidly in the third and fifth grades of primary school and in the second year of junior high school. In the condition of not indicating the next task but indicating the importance of task, with the increase of grade, the importance of indicating task has a positive effect on the students' task transition. Second, the comparison of the effects of the first three experimental conditions in the same grade shows that the students in the first year of senior high school do not indicate the importance of the task. In the case of the next task, the importance of indicating the task is higher than that of not indicating the task importance. (2) in the case of indicating the next task, the importance of indicating the task is higher than that of not indicating the task importance. Third, whether the same grade indicates the important effect of the next task without indicating the next task. In the case of the third grade, it is more important to indicate the importance of the next task than not to indicate the task. The number of meaningless syllables has increased significantly. (4) whether the same grade indicates the effect of the next task when it is important to the next task.) in the case of the importance of the next task, The number of meaningless syllable is significantly higher in the second grade students than in the non-anticipating tasks.) when indicating the importance of the next task, the second grade students know the importance of the next task. The number of meaningless syllables recorded correctly in the first year of senior high school students' foreknowledge of the next task was significantly lower than that of the unpredicted tasks. Fifth, the comparison between the same grade indicating that the next task is important and the next task not indicating the importance of the task. The importance of cue task in grade one is more important than that of prompting the next task in promoting the correct memorization of meaningless syllable.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G442

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