Puusepp Ita, Linnavalli Tanja, Tammi Tuisku, Huotilainen Minna, Kujala Teija, Laine Sonja, Kuusisto Elina, Tirri Kirsi
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland.
Front Psychol. 2023 Mar 14;14:1155264. doi: 10.3389/fpsyg.2023.1155264. eCollection 2023.
The aim of this study was to examine the development of the associations between elementary school students' mindsets and the attentional neural processing of positive and negative feedback in math. For this, we analyzed data collected twice from 100 Finnish elementary school students. During the autumn semesters of their 3rd and 4th grade, the participants' general intelligence mindset and math ability mindset were measured with a questionnaire, and their brain responses elicited by performance-relevant feedback were recorded during an arithmetic task. We found that students' fixed mindsets about general intelligence and math ability were associated with greater attention allocated to positive feedback as indicated by a larger P300. These associations were driven by the effects of mindsets on attention allocation to positive feedback in grade 4. Additionally, 4th graders' more fixed general intelligence mindset was marginally associated with greater attention allocated to negative feedback. In addition, the effects of both mindsets on attention allocation to feedback were marginally stronger when the children were older. The present results, although marginal in the case of negative feedback and mainly driven by effects in grade 4, are possibly a reflection of the greater self-relevance of feedback stimuli for students with a more fixed mindset. It is also possible that these findings reflect the fact that, in evaluative situations, mindset could influence stimulus processing in general. The marginal increase in the effects of mindsets as children mature may reflect the development of coherent mindset meaning systems during elementary school years.
本研究的目的是考察小学生的思维模式与数学中正负反馈的注意力神经加工之间关联的发展情况。为此，我们分析了从100名芬兰小学生那里两次收集的数据。在他们三年级和四年级的秋季学期，用问卷测量参与者的一般智力思维模式和数学能力思维模式，并在一项算术任务中记录与表现相关的反馈所引发的大脑反应。我们发现，学生对一般智力和数学能力的固定思维模式与更大程度地分配注意力到积极反馈相关，这表现为更大的P300。这些关联是由四年级时思维模式对积极反馈注意力分配的影响所驱动的。此外，四年级学生更固定的一般智力思维模式与更大程度地分配注意力到消极反馈存在微弱关联。另外，当孩子年龄更大时，两种思维模式对反馈注意力分配的影响都略微更强。目前的结果，虽然在消极反馈情况下较为微弱且主要由四年级的影响所驱动，但可能反映了对于具有更固定思维模式的学生来说反馈刺激具有更大的自我相关性。也有可能这些发现反映了这样一个事实，即在评估情境中，思维模式总体上可能会影响刺激加工。随着孩子成熟，思维模式影响的微弱增加可能反映了小学阶段连贯的思维模式意义系统的发展。
