Chevalier Nicolas, Chatham Christopher H, Munakata Yuko
Department of Psychology.
Department of Cognitive, Linguistic, and Psychological Sciences, Brown University.
J Exp Psychol Gen. 2014 Jun;143(3):959-65. doi: 10.1037/a0035868. Epub 2014 Feb 10.
How do we stop ourselves during ongoing action? Recent work implies that stopping per se is easy given sufficient monitoring of contextual cues signaling the need to change action. We test key implications of this idea for improving inhibitory control. Seven- to 9-year-old children practiced stopping an ongoing action or monitoring for cues that signaled the need to go again. Both groups subsequently showed better response inhibition in a Stop-Signal task than active controls, and practice monitoring yielded a dose-response relationship. When monitoring practice was optimized to occur while children engaged in responding, the greatest benefits were observed-even greater than from practicing stopping itself. These findings demonstrate the importance of monitoring processes in developing response inhibition and suggest promising new directions for interventions.
在正在进行的行动过程中，我们如何让自己停下来？最近的研究表明，如果对表明需要改变行动的情境线索进行充分监测，那么停下来本身并不难。我们测试了这一观点对于改善抑制控制的关键影响。7至9岁的儿童练习停止正在进行的行动，或者监测表明需要再次行动的线索。随后，两组儿童在停止信号任务中的反应抑制能力都比主动对照组更好，并且监测练习产生了剂量反应关系。当监测练习被优化为在儿童做出反应时进行时，观察到了最大的益处——甚至比练习停止本身带来的益处还要大。这些发现证明了监测过程在发展反应抑制中的重要性，并为干预措施提出了有前景的新方向。
