Département de Psychologie, Université de Fribourg, CH-1700 Fribourg, Switzerland; Laboratoire de Psychologie Cognitive, CNRS, Aix Marseille University, 13331 Marseille, France.
Laboratoire de Psychologie Cognitive, CNRS, Aix Marseille University, 13331 Marseille, France.
J Exp Child Psychol. 2019 Nov;187:104666. doi: 10.1016/j.jecp.2019.104666. Epub 2019 Aug 8.
Goal neglect has been shown to contribute to kindergarteners' poor executive control. Hence, presenting goal cues during a task improves children's performance in inhibition and switching tasks. The current study aimed at extending these findings to working memory (WM) by examining the extent to which kindergarteners' poor WM performance can result from neglecting the goal to recall memoranda at the end of the retention interval. This question was addressed by introducing goal cues, either visual (Experiments 1 and 2a) or auditory-verbal (Experiment 2b), during the retention interval in a Brown-Peterson task. Results showed no evidence of recall improvement for any cue. However, kindergarteners rehearsed more often in the presence of a visual goal cue, whereas recall was impaired with the presentation of an auditory-verbal goal cue. This suggests that introducing a goal cue in the retention interval of a WM task triggers the use of rehearsal in kindergarteners, albeit without any benefit in WM performance. This contrasts sharply with findings on other executive control tasks. Reasons why goal cues failed to improve kindergarteners' WM performance are discussed.
目标忽视已被证明会导致幼儿园儿童执行控制能力差。因此，在任务中呈现目标线索可以提高儿童在抑制和转换任务中的表现。本研究旨在通过检查幼儿园儿童在记忆保留间隔结束时忽视回忆记忆项目的目标而导致的工作记忆 (WM) 表现不佳的程度，将这些发现扩展到工作记忆。这个问题是通过在布朗-彼得森任务的记忆保留间隔期间引入视觉（实验 1 和 2a）或听觉-言语（实验 2b）目标线索来解决的。结果表明，对于任何线索，都没有证据表明回忆有所改善。然而，在视觉目标线索存在的情况下，幼儿园儿童更多地进行了复述，而在呈现听觉-言语目标线索时，回忆受到了损害。这表明，在 WM 任务的记忆保留间隔中引入目标线索会触发幼儿园儿童使用复述，尽管对 WM 表现没有任何益处。这与其他执行控制任务的发现形成鲜明对比。讨论了目标线索未能提高幼儿园儿童 WM 表现的原因。
