EA 2114 Psychologie des âges de la vie-Université de Tours, France.
Chronobiol Int. 2010 Jun;27(4):826-41. doi: 10.3109/07420521003794051.
This study used a single protocol to investigate the respective and related effects of the psychosocial conditions of testing (individual vs. group) and personality on the levels and daily variation of attentional performance of adolescents attending boarding school. From scores obtained on an adapted version of Horne and Ostberg's Morningness-Eveningness Questionnaire (MEQ), 17 male (9 morning-type and 8 evening-type) participants were selected from among 50 volunteers. Attention was measured using a number crossing-out test carried out at four times of the day (07:30, 12:00, 14:00, and 19:30). No main effect of testing mode and personality trait was found on the mean level of performance. Time-of-day had an effect on the level of performance, which differed depending on whether the test was administered in a group or individually and on the morningness and eveningness dimension. The difference between the daily profiles appears to be dependent on the interaction of the factors studied. This study investigated the concept of "group psychological rhythmicity" and highlights the importance of synchronizing social rhythms.
本研究采用单一方案，调查了测试的社会心理条件（个体与群体）和人格特质对住校青少年注意力表现水平及其日常变化的各自和相关影响。通过对霍恩和奥斯特伯格的“晨型-晚型问卷”（MEQ）的改编版本进行评分，从 50 名志愿者中选出了 17 名男性（9 名晨型和 8 名晚型）参与者。使用数字划消测试在一天中的四个时间点（07:30、12:00、14:00 和 19:30）进行注意力测量。测试模式和人格特质对表现水平没有主要影响。时间对表现水平有影响，具体取决于测试是在群体中还是个体中进行，以及晨型和晚型维度。每日情况的差异似乎取决于所研究因素的相互作用。本研究调查了“群体心理节奏性”的概念，并强调了同步社会节奏的重要性。
