社会和非社会奖励对儿童认知控制的影响

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Xiaoyu Jin , Da Zhang , Nicolas Chevalier
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引用次数: 0

摘要

长期以来,人们一直在讨论奖励对认知控制的调节作用,但关于社会性奖励和非社会性奖励如何影响儿童期,尤其是学龄前儿童的认知控制的证据却很少。重要的是,在以往的研究中,社交性常常与其他重要的奖励维度(如有形性)相混淆,因此可能会误估社交性奖励的效果。因此,本研究重新探讨了社会性和非社会性奖励对认知控制的影响,尤其是对儿童期主动和被动控制参与的影响。30名5至6岁的儿童和30名9至10岁的儿童在网上完成了AX-连续表现任务(AX-CPT),该任务分为三种情况:控制、社交奖励和非社交(即金钱)奖励。社交奖励提高了年龄较小和年龄较大的儿童的反应准确性,这表明他们的认知控制能力更强。但是,没有观察到儿童如何进行认知控制(即主动还是被动)。提供非社会性奖励对两组儿童的认知表现均无影响。在对其他奖励维度进行控制后,我们发现有证据表明,社会奖励而非非社会奖励可以促进儿童的认知控制能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Influences of social and non-social rewards on cognitive control in childhood

The modulation of cognitive control by rewards has long been discussed, but there is scarce evidence of how social and non-social rewards influence cognitive control in childhood, especially in the preschool years. Critically, sociality has often been confounded with other important reward dimensions (e.g., tangibility) in prior studies, hence potentially misestimating the effect of social rewards. Thus, the present study re-examined the effects of social and non-social rewards on cognitive control, particularly on proactive and reactive control engagement during childhood. Thirty 5- to 6-year-olds and thirty 9- to 10-year-olds completed an AX-Continuous Performance Task (AX-CPT) during an online session in three conditions: control, social reward, and non-social (i.e., monetary) reward conditions. Social rewards increased younger and older children’s response accuracy, suggesting greater cognitive control. However, no influence on how children engage cognitive control (i.e., proactively or reactively) was observed. The provision of non-social rewards did not influence cognitive performance in either group of children. When controlling for other reward dimension, we found evidence that social rewards, but not non-social rewards, can promote cognitive control performance in childhood.

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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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