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主动控制参与中儿童和成人的适应能力。

Adaptiveness in proactive control engagement in children and adults.

机构信息

Department of Psychology, University of Edinburgh, Edinburgh, UK.

School of Informatics, University of Edinburgh, Edinburgh, UK.

出版信息

Dev Cogn Neurosci. 2020 Dec;46:100870. doi: 10.1016/j.dcn.2020.100870. Epub 2020 Oct 12.

DOI:10.1016/j.dcn.2020.100870
PMID:33120165
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7591345/
Abstract

Age-related progress in cognitive control reflects more frequent engagement of proactive control during childhood. As proactive preparation for an upcoming task is adaptive only when the task can be reliably predicted, progress in proactive control engagement may rely on more efficient use of contextual cue reliability. Developmental progress may also reflect increasing efficiency in how proactive control is engaged, making this control mode more advantageous with age. To address these possibilities, 6-year-olds, 9-year-olds, and adults completed three versions of a cued task-switching paradigm in which contextual cue reliability was manipulated. When contextual cues were reliable (but not unreliable or uninformative), all age groups showed greater pupil dilation and a more pronounced (pre)cue-locked posterior positivity associated with faster response times, suggesting adaptive engagement of proactive task selection. However, adults additionally showed a larger contingent negative variation (CNV) predicting a further reduction in response times with reliable cues, suggesting motor preparation in adults but not children. Thus, early developing use of contextual cue reliability promotes adaptiveness in proactive control engagement from early childhood; yet, less efficient motor preparation in children makes this control mode overall less advantageous in childhood than adulthood.

摘要

年龄相关的认知控制进展反映了儿童时期更频繁地主动参与控制。由于主动为即将到来的任务做准备只有在任务可以可靠预测时才具有适应性,因此主动控制参与的进展可能依赖于对上下文线索可靠性的更有效利用。发展进展也可能反映出主动控制的参与效率提高,使得这种控制模式随着年龄的增长更具优势。为了解决这些可能性,6 岁、9 岁和成年人在三种不同的提示任务转换范式中完成了实验,在这些范式中,上下文线索的可靠性被操纵。当上下文线索可靠时(而不可靠或无信息时),所有年龄组的瞳孔扩张更大,与更快的反应时间相关的(预)线索锁定后正性更大,表明主动选择任务的适应性参与。然而,成年人还表现出更大的伴随负变化(CNV),表明在可靠线索下进一步减少反应时间的运动准备,而儿童则没有。因此,早期对上下文线索可靠性的利用促进了儿童期主动控制参与的适应性;然而,儿童的运动准备效率较低,使得这种控制模式在儿童期总体上不如成年期有利。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/b0b50942631e/gr7.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/16d296b3d815/gr1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/4a1fde752fe7/gr2.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/51f72312ffd9/gr3.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/989278811578/gr4.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/60e85d7f81bd/gr5.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/fe48928270e5/gr6.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/b0b50942631e/gr7.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/16d296b3d815/gr1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/4a1fde752fe7/gr2.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/51f72312ffd9/gr3.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/989278811578/gr4.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/60e85d7f81bd/gr5.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/fe48928270e5/gr6.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d52/7591345/b0b50942631e/gr7.jpg

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本文引用的文献

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Child Dev Perspect. 2020 Dec;14(4):202-207. doi: 10.1111/cdep.12383. Epub 2020 Sep 2.
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Developing adaptive control: Age-related differences in task choices and awareness of proactive and reactive control demands.发展自适应控制:任务选择和对主动与被动控制需求的意识的年龄相关差异。
Cogn Affect Behav Neurosci. 2021 Jun;21(3):561-572. doi: 10.3758/s13415-020-00832-2. Epub 2020 Oct 2.
3
External rewards and positive stimuli promote different cognitive control engagement strategies in children.
4至7岁儿童的适应性认知控制及基于学校的瑜伽正念干预的潜在影响:意大利的一项探索性研究。
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What's Next? Advances and Challenges in Understanding How Environmental Predictability Shapes the Development of Cognitive Control.接下来会怎样?理解环境可预测性如何塑造认知控制发展方面的进展与挑战
Curr Dir Psychol Sci. 2023 Dec;32(6):431-438. doi: 10.1177/09637214231199102. Epub 2023 Sep 29.
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Goal-directed learning in adolescence: neurocognitive development and contextual influences.青少年的目标导向学习:神经认知发展与环境影响。
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