Lorch Elizabeth P, Milich Richard, Astrin Clarese C, Berthiaume Kristen S
Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA.
Dev Psychol. 2006 Nov;42(6):1206-19. doi: 10.1037/0012-1649.42.6.1206.
The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events, and response times predicted recall. Experiment 2 extended these results to 6- to 8-year-old children. Experiment 3 revealed that children with attention-deficit/hyperactivity disorder (ADHD) failed to show the pattern consistently observed for comparison children. The results support the hypothesis that typically developing children build a representation during viewing that reflects the causal structure of the televised story but that this skill is deficient in 4- to 9-year-old children with ADHD.
本研究考察了儿童对电视的认知参与度，该参与度是核心或附带内容连续性的函数，以及这种参与度是否随年龄和临床状况而变化。在实验1中，在一系列核心事件中，探测出现得越晚，9至11岁儿童在次要任务上的反应时间就越慢，且反应时间可预测回忆情况。实验2将这些结果扩展到了6至8岁儿童。实验3表明，患有注意力缺陷多动障碍（ADHD）的儿童未能表现出在对照儿童中一致观察到的模式。这些结果支持了以下假设：正常发育的儿童在观看过程中构建了一种表征，该表征反映了电视故事的因果结构，但4至9岁患有ADHD的儿童缺乏这种技能。
