Simpson Andrew, Upson Marielle, Carroll Daniel J
Department of Psychology, University of Essex, Colchester, Essex CO4 3SQ, UK.
Department of Psychology, University of Essex, Colchester, Essex CO4 3SQ, UK.
J Exp Child Psychol. 2017 Oct;162:18-30. doi: 10.1016/j.jecp.2017.04.022. Epub 2017 May 26.
Understanding the processes that make responses prepotent is central to understanding the role of inhibitory control in cognitive development. The question of what makes responses prepotent was investigated using the two most widely studied measures of preschoolers' inhibitory control. Across two experiments, 80 children were tested either on a series of stimulus-response compatibility (SRC) tasks or on a series of Go/No-go tasks. Results indicated that high levels of prepotency on SRC tasks (such as the Day/Night task) occur only under specific conditions; making a verbal response can be highly prepotent if the stimulus and response are associated with each other (e.g., saying "cup" to a cup) but is less prepotent when they are unassociated (e.g., saying "cup" to a doorstop). Action responses (e.g., lifting a cup to your mouth) show little prepotency irrespective of whether the stimulus and response are associated. In contrast, with Go/No-go tasks, a much wider variety of behaviors are highly prepotent regardless of whether the stimulus and response are associated. These data suggest that prepotency arises in very different ways, depending on the type of task used. Although both Go/No-go tasks and SRC tasks can make inhibitory demands, they do so for fundamentally different reasons.
理解使反应具有优势的过程是理解抑制控制在认知发展中作用的核心。使用两种研究最广泛的学前儿童抑制控制测量方法，对是什么使反应具有优势这一问题进行了研究。在两个实验中，80名儿童分别接受了一系列刺激-反应相容性（SRC）任务或一系列Go/No-go任务的测试。结果表明，SRC任务（如白天/黑夜任务）中的高优势水平仅在特定条件下出现；如果刺激和反应相互关联（例如，看到杯子说“杯子”），做出言语反应可能具有很高的优势，但当它们不相关时（例如，看到门挡说“杯子”），优势则较小。动作反应（例如，把杯子举到嘴边）无论刺激和反应是否相关，都几乎没有优势。相比之下，在Go/No-go任务中，无论刺激和反应是否相关，更多种类的行为都具有很高的优势。这些数据表明，优势以非常不同的方式产生，这取决于所使用任务的类型。虽然Go/No-go任务和SRC任务都可能对抑制提出要求，但它们这样做的根本原因是不同的。
