Department of Psychology, University of Toronto Scarborough, Toronto, Ontario M1C 1A4, Canada.
J Exp Child Psychol. 2013 Nov;116(3):640-58. doi: 10.1016/j.jecp.2013.07.006. Epub 2013 Aug 31.
Perseverative responding is often seen in children's performance in a variety of contexts. One such context is symbolic comprehension in which 2- and 2½-year-olds demonstrate difficulty in appreciating the association of symbols (pictures and scale models) and their referents and show a high proportion of perseverative responding. Representational-level explanations of perseveration were explored in the current studies via examination of the impact of perceptual similarity of visual environments across trials. Across two experiments, children saw either a picture (Experiment 1) or a scale model (Experiment 2) of a hiding location of a room and were then encouraged to recover the toy from an identical room. Manipulating the perceptual similarity of the environments across successive trials affected performance and perseverative responding. These results highlight the critical role played by perceptual information not only in symbolic tasks but also in many other tasks and have important implications for theories of perseveration.
在各种情境下，儿童的表现中经常会出现坚持反应。象征性理解就是这样一种情境，在这种情境中，2 岁和 2 岁半的儿童难以理解符号（图片和比例模型）与其指涉物之间的联系，并且表现出较高比例的坚持反应。在当前的研究中，通过考察跨试验视觉环境感知相似性的影响，探索了坚持反应的代表性水平解释。在两项实验中，儿童分别看到了一个隐藏地点的房间的图片（实验 1）或比例模型（实验 2），然后被鼓励从一个相同的房间中找回玩具。在连续的试验中改变环境的感知相似性会影响表现和坚持反应。这些结果突出了感知信息不仅在象征性任务中，而且在许多其他任务中所扮演的关键角色，并且对坚持反应理论具有重要意义。
