提醒对儿童认知灵活性、内在动机和情绪的影响取决于提醒者是谁。
Impact of Reminders on Children's Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders.
作者信息
Qu Li, Ong Jing Y
机构信息
Division of Psychology, Nanyang Technological University Singapore, Singapore.
出版信息
Front Psychol. 2016 Jan 5;6:1904. doi: 10.3389/fpsyg.2015.01904. eCollection 2015.
Reminding children to think about alternatives is a strategy adults often use to promote children's cognitive flexibility, as well as children's engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children's cognitive flexibility, intrinsic motivation, and mood are moderated by who provides the reminders. Eighty-three healthy 5-year-old kindergarten children were randomly assigned to 2 (Reminder: no reminders vs. Reminders) × 2 (Agent: Tester vs. Partner) conditions. Children's cognitive flexibility was measured via the Block Sorting Task (Garton and Pratt, 2001; Fawcett and Garton, 2005). Children reported their motivation and mood before Block Sorting, after practicing for Block Sorting, and after the actual Block Sorting. Children's intrinsic motivation was measured by evaluating children's choices during a period of free play after Block Sorting. The results revealed that, depending on who provides the reminders, reminding children of alternatives can influence kindergarten children's performance on Block Sorting, children's intrinsic motivation, and children's self-reported mood.
提醒孩子们思考其他可能性是成年人常用的一种策略，用于促进儿童的认知灵活性，以及儿童对任务的参与度和兴趣。当前的研究调查了提醒对幼儿园儿童认知灵活性、内在动机和情绪的影响是否会因提醒者的不同而有所不同。83名健康的5岁幼儿园儿童被随机分配到2（提醒：无提醒与有提醒）×2（提醒者：测试者与同伴）的条件中。通过积木分类任务（加顿和普拉特，2001年；福西特和加顿，2005年）来测量儿童的认知灵活性。在积木分类前、练习积木分类后以及实际进行积木分类后，孩子们报告了他们的动机和情绪。通过评估孩子们在积木分类后的自由玩耍期间的选择来测量儿童的内在动机。结果显示，根据提醒者的不同，提醒孩子们思考其他可能性会影响幼儿园儿童在积木分类任务中的表现、儿童的内在动机以及儿童自我报告的情绪。
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