在第一次被强迫不加选择地卸载后,儿童表现出更多的选择性认知卸载

IF 2.4 2区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Kristy L. Armitage, Alicia K. Jones, Jonathan Redshaw
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引用次数: 0

摘要

随着可穿戴技术、移动设备和人工智能的兴起,了解认知卸载对儿童未来思维和行为的下游影响的压力越来越大。在这里,我们探讨了强迫儿童使用不加区分的认知卸载策略是否会影响他们随后的策略选择。6 ~ 9岁儿童(N = 128)完成了一项任务,其中手动旋转刺激有时会减轻心理旋转需求,而其他时间则不会。在第一阶段,一些儿童被迫不加区分地使用手动旋转,而另一些儿童只能使用心理旋转。在第二阶段,儿童可以自由选择策略,在第一阶段被迫使用手动旋转的大孩子在策略使用上明显更具选择性,当这种行为能减轻认知需求时,旋转刺激的频率相对较高。这些结果提供了初步证据,表明预先暴露于不加区分的认知卸载可以促进儿童随后策略使用的选择性,尽管这种选择性可能反映了避免认知努力的愿望,而不是提高任务表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Children Show More Selective Cognitive Offloading After First Being Compelled to Offload Indiscriminately

Children Show More Selective Cognitive Offloading After First Being Compelled to Offload Indiscriminately

With the rise of wearable technologies, mobile devices and artificial intelligence comes a growing pressure to understand downstream effects of cognitive offloading on children's future thinking and behavior. Here, we explored whether compelling children to use an indiscriminate cognitive offloading strategy affects their subsequent strategy selection. Six- to 9-year-olds (N = 128) completed a task where manual rotation of stimuli sometimes offloaded mental rotation demand and other times did not. In phase 1, some children were compelled to use manual rotation indiscriminately, whereas others could only use mental rotation. In phase 2, where children could freely choose their strategy, older children who were compelled to use manual rotation in phase 1 were significantly more selective in their strategy use, rotating the stimuli relatively more frequently when this behavior would offload cognitive demand than when it would not. These results provide preliminary evidence that pre-exposure to indiscriminate cognitive offloading can promote selectivity in children's subsequent strategy use, though this selectivity may reflect a desire to avoid cognitive effort rather than improve task performance.

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来源期刊
Cognitive Science
Cognitive Science PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.10
自引率
8.00%
发文量
139
期刊介绍: Cognitive Science publishes articles in all areas of cognitive science, covering such topics as knowledge representation, inference, memory processes, learning, problem solving, planning, perception, natural language understanding, connectionism, brain theory, motor control, intentional systems, and other areas of interdisciplinary concern. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists.
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