Yang Tian-Xiao, Xie Weizhen, Chen Chu-Sheng, Altgassen Mareike, Wang Ya, Cheung Eric F C, Chan Raymond C K
Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China.
Department of Psychology, University of California, Riverside, Riverside, CA 92521, USA.
J Exp Child Psychol. 2017 Sep;161:63-80. doi: 10.1016/j.jecp.2017.04.003. Epub 2017 May 5.
This study investigated the development of multitasking ability across childhood. A sample of 65 typically developing children aged 7, 9, and 11years completed two multitasking tests across three time points within a year. Cross-sectional and longitudinal data consistently indicated continuous linear growth in children's multitasking ability. By the age of 12years, children could effectively perform a simple multitasking scenario comprising six equally important tasks, although their ability to strategically organize assorted tasks with varied values and priorities in a complex multitasking setting had not reached proficiency yet. Cognitive functions underlying a complex multitasking scenario varied in their developmental trajectories. Retrospective memory developed continuously from 7 to 12years of age, suggesting its supporting role in the development of multitasking. Planning skills developed slowly and showed practice effects for older children but not for younger children. The ability to adhere to plans also developed slowly, and children of all age groups benefited from practice. This study offers a preliminary benchmark for future comparison with clinical populations and may help to inform the development of targeted interventions.
本研究调查了儿童期多任务处理能力的发展情况。65名7岁、9岁和11岁发育正常的儿童样本在一年内的三个时间点完成了两项多任务测试。横断面和纵向数据一致表明，儿童的多任务处理能力呈持续线性增长。到12岁时，儿童能够有效地执行一个包含六项同等重要任务的简单多任务场景，尽管他们在复杂多任务环境中策略性地组织具有不同价值和优先级的各种任务的能力尚未达到熟练水平。复杂多任务场景背后的认知功能在其发展轨迹上各不相同。回顾性记忆从7岁到12岁持续发展，表明其在多任务处理发展中的支持作用。计划技能发展缓慢，对年龄较大的儿童有练习效果，但对年龄较小的儿童没有。坚持计划的能力也发展缓慢，所有年龄组的儿童都从练习中受益。本研究为未来与临床人群的比较提供了初步基准，并可能有助于为有针对性的干预措施的制定提供信息。
