van Bers Bianca M C W, Visser Ingmar, Raijmakers Maartje
Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
J Exp Child Psychol. 2014 Oct;126:91-102. doi: 10.1016/j.jecp.2014.03.007. Epub 2014 Jun 2.
Training cognitive flexibility in preschoolers is of great interest but is not easy to achieve. In three experiments, we studied the effects of feedback on preschoolers' switch behavior with a computerized version of the Dimensional Change Card Sorting (DCCS) task. The task was designed such that feedback was connected to the stimulus and causally related to children's behavior. Experiments 1 and 2 showed that children receiving feedback on their post-switch behavior performed better than children administered a standard (no feedback) DCCS task. This effect transferred to a subsequent standard DCCS task after 5 min and after 1 week. Experiment 3 showed that children switched to the new post-switch sorting rules and not to rules that oppose the pre-switch sorting rules. These results highlight preschoolers' sensitivity to the design of feedback in learning an abstract rule.
训练学龄前儿童的认知灵活性备受关注，但却不易实现。在三项实验中，我们使用维度变化卡片分类（DCCS）任务的电脑化版本，研究了反馈对学龄前儿童转换行为的影响。该任务的设计使得反馈与刺激相关联，且与儿童的行为存在因果关系。实验1和实验2表明，在转换行为后得到反馈的儿童，比接受标准（无反馈）DCCS任务的儿童表现更好。这种效果在5分钟后以及1周后转移到了后续的标准DCCS任务中。实验3表明，儿童转向了新的转换后分类规则，而不是与转换前分类规则相悖的规则。这些结果凸显了学龄前儿童在学习抽象规则时对反馈设计的敏感性。
