奖惩动机对青少年认知控制的影响与教育启示

发布时间：2018-02-15 07:05

本文关键词： 青少年双重认知控制主动性控制反应性控制　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：奖励和惩罚一直是家长和教师常用的手段,也一直是心理学家高度关注的问题。已有研究证实,奖励和惩罚能促进人认知绩效,如增强注意、提高工作记忆、促进认知控制等。双重认知理论是研究认知控制研究的新视角。该理论的核心假设是认知控制包括主动性控制和反应性控制两种策略。主动性控制模式可以概括为一种目标相关的信息的早期选择保持在一个积极的持续方式,在认知的事件发生之前,以最佳的注意偏向,以目标为驱动的方式感知和行动(即未雨绸缪)。与此相反,在反应性控制中,注意力被用作一个"后期校正"的机制,仅在事件发生后根据需要才使用(即兵来将挡,水来土掩)。因此,主动控制依赖于预期和预防之前发生的干扰,而反应性控制依赖于事发后的检测和分辨有无干扰。已有研究还发现,奖励和惩罚能改变个体的认知控制策略,使个体偏向主动性控制。然而,这些研究大多关注奖励对成人认知控制策略的影响,很少有研究者关注奖励和惩罚对青少年认知控制策略的影响。本研究通过两个实验考察了奖励和惩罚对青少年认知控制策略的影响。实验一,以44名高一年级和高二年级的学生为被试,采用奖励版AX-CPT任务,实验设计是2(奖励条件:基线、奖励)×2(奖励线索:有奖励、无奖励)×4(字母序列:AX、AY、BX、BY)。结果发现,在奖励条件下,被试完成AX-CPT时的的AY的错误率增大且BX的错误率减小,说明奖励使青少年更偏向于主动性控制。实验二,以33名高二年级的学生为被试,采用惩罚版AX-CPT任务,以2(惩罚条件:基线、惩罚)×2(惩罚线索:有惩罚、无惩罚)×4(字母序列:AX、AY、BX、BY)的实验设计,结果发现,在惩罚条件下,被试完成AX-CPT时的的AY的错误率增大且BX的错误率减小,说明惩罚也使青少年更偏向于主动性控制。实验结果表明,在奖励和惩罚条件下，，青少年和成人一样，提高其动机水平,进而促进了认知绩效,使其偏向主动性控制。本研究的结果促进了人们对金钱奖惩是如何影响青少年认知控制的认识,为奖赏影响认知控制策略提供了新的实验证据,可以帮助教育工作者利用奖赏信息来指导青少年的行为,发展出最有利于完成当前认知任务的认知控制策略。
[Abstract]:Rewards and punishments have been a common tool for parents and teachers, and have been a high concern among psychologists. Studies have shown that rewards and punishments can promote cognitive performance, such as increased attention and improved working memory. Dual cognitive theory is a new perspective to study cognitive control. The core assumption of this theory is that cognitive control includes two strategies: active control and reactive control. The active control mode can be summarized. For an early selection of goal-related information to be maintained in a positive sustained manner, Prior to the occurrence of a cognitive event, perception and action were carried out in a way that was best biased and goal-driven (that is, to prepare ahead of time). In contrast, in reactive control, attention was used as a "late correction" mechanism. Use only after the incident occurs as needed (that is, the soldier will block, the water will cover the ground. Therefore, active control depends on anticipating and preventing the interference that occurred before, Reactive control depends on the detection and discrimination of interference after the incident. It has also been found that reward and punishment can change the individual's cognitive control strategy and make the individual inclined to active control. However, Most of these studies focus on the effects of rewards on cognitive control strategies in adults. Few researchers pay attention to the effect of reward and punishment on adolescents' cognitive control strategies. In this study, we investigated the effects of reward and punishment on adolescents' cognitive control strategies through two experiments. 44 students of grade one and grade two of senior high school were selected as subjects. The experiment was designed as 2 (reward condition: baseline, reward) 脳 2 (reward cues: with reward, no reward) 脳 4 (letter sequence: AXAXAYX BXX BYY). The results showed that, under the condition of reward, The error rate of AY increased and the error rate of BX decreased when the subjects completed AX-CPT, which indicated that the reward made teenagers more inclined to active control. Experiment 2, 33 senior sophomores were chosen as subjects, and the AX-CPT task of penalty version was used. The experimental design of 2 (penalty condition: baseline, penalty) 脳 2 (punishment cues: with punishment, without punishment) 脳 4 (letter sequence: AXN AYY BXBY) was designed. The results showed that, under the penalty condition, the error rate of AY increased and the error rate of BX decreased when the subjects completed AX-CPT. The experimental results show that under the conditions of reward and punishment, adolescents, like adults, improve their motivation level and thus promote cognitive performance. The results of this study promote people's understanding of how monetary rewards and punishments affect adolescents' cognitive control, and provide new experimental evidence for the effects of rewards on cognitive control strategies. It can help educators to use reward information to guide adolescents' behavior and develop cognitive control strategies that are most conducive to accomplishing current cognitive tasks.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.1

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