中国临床心理学杂志

组织策略对学前儿童和大学生协作抑制的影响

作者：唐卫海¹ 张环² 3 冯虹¹ 刘希平¹

单位：1. 天津师范大学教育科学学院天津 300387
2. 天津师范大学心理与行为研究院天津 300074
3. 中国科学院心理研究所北京 100101

分类号：R395.1

出版年,卷(期):页码：2013,21(6):871-878

摘要：

目的:采用经典的协作抑制研究范式,通过控制小组内部组织策略的相同与否,比较分析4岁、5岁学前儿童和大学生在协作提取任务中的表现及差异。方法:实验1从天津市某幼儿园选取160名4岁和160名5岁学前儿童,采用2×2×2的三因素被试间设计,分别考察4岁、5岁儿童在有无组织策略指导的条件下,小组在协作提取任务上的表现。实验2从天津某大学选取160名本科生,采用2×2的被试间设计,考察在相同和不同组织策略条件下,其协作提取任务的表现。结果:在4岁儿童组,无论是否有指导,儿童在协作提取过程中均出现协作抑制,而在5岁儿童组,当儿童以给定的相同的组织策略进行编码后,协作抑制现象消失;大学生被试在相同组织策略的条件下,协作组的组织策略破坏程度大,协作抑制出现;而在不同组织策略条件下,协作组的组织策略破坏程度小,协作抑制消失。结论:提取策略破坏机制不能完全解释不同年龄被试的协作抑制现象,大学生的协作抑制由提取策略破坏导致,而学前儿童在不存在提取策略破坏的条件下仍出现协作抑制。提取策略破坏不是协作抑制的唯一解释。

Objective:By controlling the organization strategies, we recorded the recall performance among preschool children and college students respectively to examine retrieval strategy disruption hypothesis of collaborative inhibition.Methods:In Experiment 1, we recorded the recall performance with and without the guide of organizational strategy in the preschool children. Experiment 2 recorded the recall performance with the guide of the same or different organizational strategies in college students.Results:The results of Experiment 1 showed that the 5-year-old children had no collabora tive inhibition under the guide of organizational strategy, and that 4-year-old children had collaborative inhibition in both conditions with or without the guide. Experiment 2 showed that, under the guide of the same organization strategy, college students had collaborative inhibition, and that the collaborative inhibition disappeared under the different strategies guide.Further, the disruption of organizational strategy of the college students was worse in the former condition than the latter.Conclusion:The article indicates that the development of organizational strategies in preschool children is in line with stage hypothesis, and that the mechanism of collaborative process in preschool children and college students are different.

基金项目：

教育部人文社科研究基金(11YJA190015);第41批留学回国人员科研启动基金;天津市十二五教育科学规划重点课题(CE2016);全国教育科学规划教育部重点课题(GOA107011)项目资助

作者简介：

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