不同社会经济背景儿童与决策相关的心理生理反应差异。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Hernán Delgado, Sebastián Lipina, M. Carmen Pastor, Graciela Muniz-Terrera, Ñeranei Menéndez, Richard Rodríguez, Alejandra Carboni
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引用次数: 0

摘要

本研究探讨了社会经济地位(SES)如何影响决策过程。此外,还评估了与预期/结果相关的心脏活动和对任务意外情况的认识的作用。112 名儿童(Mage = 5.83,SDage = 0.32;52.7% 为女性,51.8% 为低社会经济地位;数据收集时间为 2018 年 10 月至 12 月和 2019 年 4 月至 12 月)进行了儿童赌博任务,同时记录了心率活动。完成任务后,对收益/损失应急意识进行了评估。低等和中等/高等收入儿童的决策策略各不相同。尽管社会经济地位组之间的意识水平相似,但面向未来的决策仅与中/高社会经济地位组有关。躯体标记没有明确表现出来。然而,在反馈处理和预期活动与意识之间的关联(低:加速与中、高:减速)方面,对比明显的心脏模式。研究结果从进化-发展的角度进行了解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Differential psychophysiological responses associated with decision-making in children from different socioeconomic backgrounds

This study examined how socioeconomic status (SES) influences on decision-making processing. The roles of anticipatory/outcome-related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low-SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while heart rate activity was recorded. Awareness of gain/loss contingencies was assessed after completing the task. Distinct decision-making strategies emerged among low and middle/high-SES children. Despite similar awareness levels between SES groups, future-oriented decision-making was linked solely to the middle/high-SES group. Somatic markers did not manifest unequivocally. However, contrasting cardiac patterns were evident concerning feedback processing and the association between anticipatory activity and awareness (low: acceleration vs. middle/high: deceleration). Results are interpreted from an evolutionary-developmental perspective.

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来源期刊
Child development
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.
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