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Bottom-up and top-down dynamics in young children's executive function: Labels aid 3-year-olds’ performance on the Dimensional Change Card Sort
Cognitive Development ( IF 1.897 ) Pub Date : 2013-07-01 , DOI: 10.1016/j.cogdev.2012.12.001
Sabine Doebel 1 , Philip David Zelazo 1
Affiliation  

Executive function (EF) improves between the ages of 3 and 5 and has been assessed reliably using the Dimensional Change Card Sort (DCCS), a task in which children first sort bivalent cards by one dimension (e.g., shape) and then are instructed to sort by a different dimension (e.g., color). Three-year-olds typically perseverate on the pre-switch dimension, whereas 5-year-olds switch flexibly. Labeling task stimuli can facilitate EF performance (Jacques & Zelazo, 2005; Kirkham, Cruess, & Diamond, 2003), but the nature of this effect is unclear. In 3 experiments we examined 2 hypotheses deriving from different theoretical perspectives: first, that labels facilitate performance in a more bottom-up fashion, by biasing attention to relevant task rules (Kirkham et al., 2003); and second, that labels aid performance in a more top-down fashion by prompting reflection and an understanding of the hierarchical nature of the task (Zelazo, 2004). Children performed better on the DCCS when labels referred to the relevant sorting dimension (Experiment 1). This was a function of the content of the labels rather than the change in auditory signal across phases (Experiment 2). Furthermore, labeling the opposite dimension only did not have a symmetrically negative effect on performance (Experiment 3). Together, these results suggest external, verbal labels bias children to attend to task-relevant information, likely through interaction with emerging top-down, endogenous control.

中文翻译:

幼儿执行功能的自下而上和自上而下的动态:标签有助于 3 岁儿童在维度变化卡片分类中的表现

执行功能 (EF) 在 3 至 5 岁之间有所改善,并且已使用维度变化卡片分类 (DCCS) 进行可靠评估,这是一项任务,其中儿童首先按一个维度(例如形状)对二价卡片进行分类,然后被指示按不同的维度(例如,颜色)排序。三岁的孩子通常在转换前的维度上坚持不懈,而 5 岁的孩子则灵活地转换。标记任务刺激可以促进 EF 表现(Jacques & Zelazo,2005 年;Kirkham、Cruess 和 Diamond,2003 年),但这种效应的性质尚不清楚。在 3 个实验中,我们检验了来自不同理论观点的 2 个假设:首先,标签以一种更自下而上的方式促进绩效,通过将注意力转移到相关任务规则上(Kirkham 等,2003);其次,标签通过促使反思和理解任务的层次性质,以更自上而下的方式帮助绩效(Zelazo,2004)。当标签涉及相关排序维度时,儿童在 DCCS 上的表现更好(实验 1)。这是标签内容的函数,而不是跨阶段的听觉信号变化(实验 2)。此外,仅标记相反的维度不会对性能产生对称的负面影响(实验 3)。总之,这些结果表明,外部的、口头的标签使儿童倾向于关注与任务相关的信息,这可能是通过与新兴的自上而下的内生控制的交互作用来实现的。当标签涉及相关排序维度时,儿童在 DCCS 上的表现更好(实验 1)。这是标签内容的函数,而不是跨阶段的听觉信号变化(实验 2)。此外,仅标记相反的维度不会对性能产生对称的负面影响(实验 3)。总之,这些结果表明,外部的、口头的标签使儿童倾向于关注与任务相关的信息,这可能是通过与新兴的自上而下的内生控制的交互作用来实现的。当标签涉及相关排序维度时,儿童在 DCCS 上的表现更好(实验 1)。这是标签内容的函数,而不是跨阶段的听觉信号变化(实验 2)。此外,仅标记相反的维度不会对性能产生对称的负面影响(实验 3)。总之,这些结果表明,外部的、口头的标签使儿童倾向于关注与任务相关的信息,这可能是通过与新兴的自上而下的内生控制的交互作用来实现的。
更新日期:2013-07-01
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