Childhood adversity is not associated with lowered inhibition, but lower perceptual processing: A Drift Diffusion Model analysis

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Stefan Vermeent , Ethan S. Young , Jean-Louis van Gelder , Willem E. Frankenhuis
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引用次数: 0

Abstract

It is well-established that individuals who grew up in adverse conditions tend to be slower on the Flanker Task. This finding is typically interpreted to reflect difficulty inhibiting distractions. However, it might result from slower general cognitive processes (e.g., reduced general processing speed), rather than the specific ability of inhibition. We used Drift Diffusion Modeling in three online studies (total N = 1560) with young adults to understand associations of adversity with Flanker performance. We found no associations between exposure to violence and unpredictability with inhibition. Yet, although mixed, violence and unpredictability exposure were associated with lower strength of perceptual input—how well someone can process target and distractor information alike. Finally, people with lower strength of perceptual input processed information more holistically, focusing less on details. Thus, lowered Flanker performance does not necessarily imply lowered inhibition ability. Cognitive modeling reveals a different picture of abilities in adverse conditions as opposed to analyses based on raw performance.

童年逆境与抑制能力下降无关,但与感知处理能力下降有关:漂移扩散模型分析
众所周知,在不利条件下成长的人往往在侧翼任务中表现较慢。这一发现通常被解释为难以抑制分心。然而,这可能是由于一般认知过程较慢(如一般处理速度降低),而不是抑制的特定能力。我们在三项在线研究(总人数 = 1560)中使用了漂移扩散模型来了解逆境与 Flanker 表现之间的关联。我们发现,暴力和不可预测性与抑制能力之间没有关联。然而,尽管有好有坏,但暴力和不可预测性与较低的知觉输入强度有关--知觉输入强度是指一个人处理目标信息和干扰信息的能力。最后,知觉输入强度较低的人处理信息时更注重整体性,而较少关注细节。因此,Flanker 成绩下降并不一定意味着抑制能力下降。与基于原始成绩的分析相比,认知建模揭示了不利条件下的不同能力。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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