Moret-Tatay Carmen, Vaquer-Cardona Enrique, Bernabé-Valero Gloria, Blasco-Magraner José Salvador, Sáiz-Mauleón Begoña, Jorques-Infante María José, Iborra-Marmolejo Isabel, Beneyto-Arrojo María José
MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain.
Dipartimento di Neuroscienze Salute Mentale e Organi di Senso (NESMOS), La Sapienza University of Rome, 00185 Rome, Italy.
Children (Basel). 2022 Jan 23;9(2):145. doi: 10.3390/children9020145.
The aim of this study was to examine the effect of trial-by-trial corrective feedback in a go-no-go task for children. A sample of 40 preschool students, divided into 4- and 5-year-olds, participated in the study, as well as a group of 20 university students. All the groups performed the task in a counterbalanced design of blocks with and without corrective feedback. Reaction time and accuracy rate were measured as dependent variables. Moreover, reaction time was also analyzed through an ex-Gaussian fit. Children were slightly more accurate and slower under the presence of corrective feedback, suggesting a more conservative pattern. University students were faster, but corrective feedback did not reach the statistical level. Regarding reaction time components, a reduction of the distribution tails, depicted by the τ parameter, was found for both groups under the corrective feedback condition. This suggests that parameterization of reaction time can be considered as a strategy for a more detailed analysis to examine the effect of corrective feedback, even at early ages. In this way, corrective feedback depicted beneficial effects in the τ parameter at early ages, suggesting its use in basic cognitive tasks based on go-no-go but not for older groups.
本研究的目的是检验逐次试验的纠正性反馈在儿童的“是-否”任务中的效果。40名学龄前儿童样本，分为4岁和5岁组，以及20名大学生参与了该研究。所有组在有和没有纠正性反馈的块的平衡设计中执行任务。反应时间和准确率作为因变量进行测量。此外，还通过前高斯拟合分析反应时间。在有纠正性反馈的情况下，儿童的准确率略高但速度较慢，表明其模式更为保守。大学生速度更快，但纠正性反馈未达到统计学水平。关于反应时间成分，在纠正性反馈条件下，两组的分布尾部（由τ参数表示）均有所减少。这表明反应时间的参数化可被视为一种用于更详细分析以检验纠正性反馈效果的策略，即使在早期年龄段也是如此。通过这种方式，纠正性反馈在早期年龄段对τ参数显示出有益效果，表明其可用于基于“是-否”的基本认知任务，但不适用于年龄较大的群体。
