Distractor-based visual statistical learning affects attentional capture in elementary school students.

IF 3.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2026-09-30 DOI:10.1093/chidev/aacag185

Huai Ji, Qian Chen, Mingming Qi, Heming Gao

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引用次数: 0

Abstract

Visual statistical learning (VSL) modulates adult attentional capture via distractor suppression at high-probability locations or features, but its development in children is unclear. This study investigated how distractor-based VSL influenced attentional capture in children. Three experiments were conducted using an additional singleton task. In Experiment 1 (33 third graders, Mage = 8.5 years, 15 girls; 34 fifth graders, Mage = 10.4 years, 18 girls, data collected in 2024-2025), distractors appeared either in high- or low-probability locations. Both grades showed spatial-based VSL that attenuated attentional capture, with greater suppression in fifth graders. In Experiment 2 (34 third graders, Mage = 8.4 years, 15 girls; 34 fifth graders, Mage = 10.3 years, 18 girls, data collected in 2024-2025), distractors appeared in either high- or low-probability colors. Fifth graders but not third graders exhibited feature-based VSL. In Experiment 3 (32 third graders, Mage = 8.4 years, 14 girls; 31 fifth graders, Mage = 10.3 years, 14 girls; data collected in 2025-2026), spatial and feature-based regularities were combined. Only fifth graders exhibited distractor-based VSL. These findings demonstrate that distractor-based VSL modulates attentional capture in children. Spatial-based distractor suppression is present by third grade, whereas feature-based suppression emerges by fifth grade.

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基于干扰物的视觉统计学习对小学生注意捕获的影响。

视觉统计学习（VSL）通过在高概率位置或特征上抑制干扰物来调节成人的注意捕获，但其在儿童中的发展尚不清楚。本研究探讨了基于干扰物的视觉语言对儿童注意捕获的影响。使用额外的单任务进行了三个实验。在实验1中（33名三年级学生，法师= 8.5岁，15名女生；34名五年级学生，法师= 10.4岁，18名女生，数据采集时间为2024-2025年），干扰物出现在高概率位置或低概率位置。两年级学生均表现出基于空间的VSL对注意捕获的抑制作用，其中五年级学生的抑制作用更大。在实验2中（34名三年级学生，Mage = 8.4岁，15名女生；34名五年级学生，Mage = 10.3岁，18名女生，数据收集于2024-2025年），干扰物以高概率或低概率颜色出现。五年级学生表现出基于特征的VSL，而三年级学生则没有。实验3（32名三年级学生，Mage = 8.4岁，14名女生；31名五年级学生，Mage = 10.3岁，14名女生；数据采集时间为2025-2026年），将基于空间的规律与基于特征的规律相结合。只有五年级学生表现出基于干扰物的虚拟语言。这些发现表明，基于干扰物的VSL调节了儿童的注意捕获。基于空间的干扰抑制在三年级时出现，而基于特征的抑制在五年级时出现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.