人际情境对幼儿联合Simon效应的影响机制

发布时间：2018-06-03 20:32

本文选题：人际情境 + 共同表征　；参考：《心理发展与教育》2017年03期

【摘要】：联合Simon效应是考察幼儿共同表征能力的一个有效指标,本研究采用联合Simon任务范式通过两个实验考察幼儿联合Simon效应稳定产生的年龄阶段以及不同人际情境对该效应的影响机制。实验1首先以3个年龄段幼儿为研究对象来考察幼儿联合Simon效应产生的年龄阶段,以揭示共同表征能力的发生发展趋势。实验2在实验1基础上以出现稳定联合Simon效应的5岁幼儿为研究对象,进一步考察该能力水平是否受到人际情境的影响及背后的机制。结果表明,与3岁相比,4岁幼儿开始出现联合Simon效应,但尚不稳定,5岁幼儿的联合Simon效应达到更加稳定水平;不同人际情境对幼儿的共同表征能力产生影响,相较合作情境,竞争情境对幼儿联合行动的共同表征能力有抑制作用。本研究结果很好地支持了参考编码理论,并拓宽了对共同表征理论的理解。
[Abstract]:The combined Simon effect is an effective index to investigate the common representation ability of young children. In this study, Simon task paradigm was used to investigate the stable age stage of joint Simon effect in young children and the influence mechanism of different interpersonal situations on this effect through two experiments. In experiment 1, the age stage of combined Simon effect was investigated with three age children as the research object, in order to reveal the trend of the occurrence and development of common representation ability. In experiment 2, based on experiment 1, a 5-year-old child with stable combined Simon effect was selected as the research object to further investigate whether the ability level was affected by interpersonal situation and the underlying mechanism. The results showed that the combined Simon effect began to appear in children aged 4 and 3 years old, but the combined Simon effect of children aged 5 years was more stable than that of children aged 5 years old, and different interpersonal situations had an effect on the common representation ability of children, which was more significant than that in cooperative situations. Competitive situation can inhibit the joint representation of children's joint action. The results of this study support the reference coding theory and broaden the understanding of the common representation theory.
【作者单位】：陕西师范大学心理学院;陕西省行为与认知神经科学重点实验室;
【基金】：国家自然科学基金面上项目(31671147) 陕西师范大学理工科中央高校课题研究项目(GK201703087);陕西师范大学教师教育研究专项资助(JSJY2015J018)
【分类号】：B844.12

【参考文献】