本文選題：任務(wù)轉(zhuǎn)換　切入點(diǎn)：提示　出處：《江西師范大學(xué)》2013年碩士論文

【摘要】：以迷宮圖和無意義音節(jié)為材料，采用任務(wù)線索范式和指示轉(zhuǎn)換范式，考察有無提示下一任務(wù)和重要性在五個年級（小學(xué)三年級、五年級，，初中二年級、高中一年級、大學(xué)二年級）男女生任務(wù)轉(zhuǎn)換中的發(fā)展特點(diǎn)。 研究結(jié)果如下：一、四種實(shí)驗(yàn)條件下的年級效應(yīng)顯著。（1）在不提示下一任務(wù)和不提示任務(wù)重要性情況下，小學(xué)三、五年級學(xué)生執(zhí)行控制能力飛速發(fā)展，到初二頂峰后穩(wěn)定。（2）在提示下一任務(wù)但不提示任務(wù)重要性的條件下，提示下一任務(wù)對學(xué)生的作用，從小學(xué)三年級到五年級高速發(fā)展，五年級頂峰后緩慢增長趨于穩(wěn)定。（3）學(xué)生在提示下一任務(wù)和提示任務(wù)重要性高條件下的任務(wù)轉(zhuǎn)換能力，在小學(xué)三、五年級、初二飛速發(fā)展，初二以后趨于穩(wěn)定。（4）在不提示下一任務(wù)但提示任務(wù)重要性高條件下，隨著年級升高提示任務(wù)重要性對各年級學(xué)生任務(wù)轉(zhuǎn)換成績有促進(jìn)作用。 二、同一年級前三種實(shí)驗(yàn)條件效應(yīng)比較顯示：（1）高一年級學(xué)生在不提示任務(wù)重要性的情況下，不提示下一任務(wù)比提示下一任務(wù)成績反而高。（2）大二學(xué)生在有提示下一任務(wù)的情況下，提示任務(wù)重要性高比不提示任務(wù)重要性成績高。 三、同一年級在不提示下一任務(wù)的情況下是否提示下一任務(wù)重要的效應(yīng)。小學(xué)三年級學(xué)生在不提示下一任務(wù)的情況下，提示下一任務(wù)重要比不提示任務(wù)重要，識記無意義音節(jié)數(shù)量有顯著增長。 四、同一年級在提示下一任務(wù)重要的情況下是否提示下一任務(wù)的效應(yīng)。（1）在提示下一任務(wù)重要的情況下，初二學(xué)生提前預(yù)知下一任務(wù)比非提前預(yù)知下一任務(wù)正確識記無意義音節(jié)數(shù)量顯著多。（2）在提示下一任務(wù)重要的情況下，高一年級學(xué)生提前預(yù)知下一任務(wù)比非提前預(yù)知下一任務(wù)正確識記無意義音節(jié)數(shù)量反而顯著減少。 五、同一年級提示下一任務(wù)不提示任務(wù)重要與不提示下一任務(wù)提示任務(wù)重要的比較。小學(xué)三年級、高一年級提示任務(wù)重要性比提示下一任務(wù)對正確識記無意義音節(jié)的促進(jìn)作用大。
[Abstract]:Using labyrinth graph and meaningless syllable as materials, using task cues paradigm and indicator transformation paradigm, we investigated whether the next task and importance were indicated in five grades (grade 3, grade 5, grade 2, grade 1). Second year) the development characteristics of male and female students in task transition. The results are as follows: first, the grade effect of the four experimental conditions is significant. (1) without indicating the importance of the next task and the importance of the task, the ability of executive control of the third and fifth grade students develops rapidly. In the condition of indicating the next task but not the importance of the task, the role of the next task to the students, from the third grade to the fifth grade of primary school, developed at a high speed. After the peak of grade 5, the slow growth tends to stabilize.) students' ability to change tasks under the conditions of high importance of indicating the next task and the importance of indicating tasks develops rapidly in the third and fifth grades of primary school and in the second year of junior high school. In the condition of not indicating the next task but indicating the importance of task, with the increase of grade, the importance of indicating task has a positive effect on the students' task transition. Second, the comparison of the effects of the first three experimental conditions in the same grade shows that the students in the first year of senior high school do not indicate the importance of the task. In the case of the next task, the importance of indicating the task is higher than that of not indicating the task importance. (2) in the case of indicating the next task, the importance of indicating the task is higher than that of not indicating the task importance. Third, whether the same grade indicates the important effect of the next task without indicating the next task. In the case of the third grade, it is more important to indicate the importance of the next task than not to indicate the task. The number of meaningless syllables has increased significantly. (4) whether the same grade indicates the effect of the next task when it is important to the next task.) in the case of the importance of the next task, The number of meaningless syllable is significantly higher in the second grade students than in the non-anticipating tasks.) when indicating the importance of the next task, the second grade students know the importance of the next task. The number of meaningless syllables recorded correctly in the first year of senior high school students' foreknowledge of the next task was significantly lower than that of the unpredicted tasks. Fifth, the comparison between the same grade indicating that the next task is important and the next task not indicating the importance of the task. The importance of cue task in grade one is more important than that of prompting the next task in promoting the correct memorization of meaningless syllable.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G442

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