本文關(guān)鍵詞： 青少年 雙重認知控制 主動性控制 反應(yīng)性控制　出處：《天津師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：獎勵和懲罰一直是家長和教師常用的手段,也一直是心理學家高度關(guān)注的問題。已有研究證實,獎勵和懲罰能促進人認知績效,如增強注意、提高工作記憶、促進認知控制等。雙重認知理論是研究認知控制研究的新視角。該理論的核心假設(shè)是認知控制包括主動性控制和反應(yīng)性控制兩種策略。主動性控制模式可以概括為一種目標相關(guān)的信息的早期選擇保持在一個積極的持續(xù)方式,在認知的事件發(fā)生之前,以最佳的注意偏向,以目標為驅(qū)動的方式感知和行動(即未雨綢繆)。與此相反,在反應(yīng)性控制中,注意力被用作一個"后期校正"的機制,僅在事件發(fā)生后根據(jù)需要才使用(即兵來將擋,水來土掩)。因此,主動控制依賴于預(yù)期和預(yù)防之前發(fā)生的干擾,而反應(yīng)性控制依賴于事發(fā)后的檢測和分辨有無干擾。已有研究還發(fā)現(xiàn),獎勵和懲罰能改變個體的認知控制策略,使個體偏向主動性控制。然而,這些研究大多關(guān)注獎勵對成人認知控制策略的影響,很少有研究者關(guān)注獎勵和懲罰對青少年認知控制策略的影響。本研究通過兩個實驗考察了獎勵和懲罰對青少年認知控制策略的影響。實驗一,以44名高一年級和高二年級的學生為被試,采用獎勵版AX-CPT任務(wù),實驗設(shè)計是2(獎勵條件:基線、獎勵)×2(獎勵線索:有獎勵、無獎勵)×4(字母序列:AX、AY、BX、BY)。結(jié)果發(fā)現(xiàn),在獎勵條件下,被試完成AX-CPT時的的AY的錯誤率增大且BX的錯誤率減小,說明獎勵使青少年更偏向于主動性控制。實驗二,以33名高二年級的學生為被試,采用懲罰版AX-CPT任務(wù),以2(懲罰條件:基線、懲罰)×2(懲罰線索:有懲罰、無懲罰)×4(字母序列:AX、AY、BX、BY)的實驗設(shè)計,結(jié)果發(fā)現(xiàn),在懲罰條件下,被試完成AX-CPT時的的AY的錯誤率增大且BX的錯誤率減小,說明懲罰也使青少年更偏向于主動性控制。實驗結(jié)果表明,在獎勵和懲罰條件下，，青少年和成人一樣，提高其動機水平,進而促進了認知績效,使其偏向主動性控制。本研究的結(jié)果促進了人們對金錢獎懲是如何影響青少年認知控制的認識,為獎賞影響認知控制策略提供了新的實驗證據(jù),可以幫助教育工作者利用獎賞信息來指導青少年的行為,發(fā)展出最有利于完成當前認知任務(wù)的認知控制策略。
[Abstract]:Rewards and punishments have been a common tool for parents and teachers, and have been a high concern among psychologists. Studies have shown that rewards and punishments can promote cognitive performance, such as increased attention and improved working memory. Dual cognitive theory is a new perspective to study cognitive control. The core assumption of this theory is that cognitive control includes two strategies: active control and reactive control. The active control mode can be summarized. For an early selection of goal-related information to be maintained in a positive sustained manner, Prior to the occurrence of a cognitive event, perception and action were carried out in a way that was best biased and goal-driven (that is, to prepare ahead of time). In contrast, in reactive control, attention was used as a "late correction" mechanism. Use only after the incident occurs as needed (that is, the soldier will block, the water will cover the ground. Therefore, active control depends on anticipating and preventing the interference that occurred before, Reactive control depends on the detection and discrimination of interference after the incident. It has also been found that reward and punishment can change the individual's cognitive control strategy and make the individual inclined to active control. However, Most of these studies focus on the effects of rewards on cognitive control strategies in adults. Few researchers pay attention to the effect of reward and punishment on adolescents' cognitive control strategies. In this study, we investigated the effects of reward and punishment on adolescents' cognitive control strategies through two experiments. 44 students of grade one and grade two of senior high school were selected as subjects. The experiment was designed as 2 (reward condition: baseline, reward) 脳 2 (reward cues: with reward, no reward) 脳 4 (letter sequence: AXAXAYX BXX BYY). The results showed that, under the condition of reward, The error rate of AY increased and the error rate of BX decreased when the subjects completed AX-CPT, which indicated that the reward made teenagers more inclined to active control. Experiment 2, 33 senior sophomores were chosen as subjects, and the AX-CPT task of penalty version was used. The experimental design of 2 (penalty condition: baseline, penalty) 脳 2 (punishment cues: with punishment, without punishment) 脳 4 (letter sequence: AXN AYY BXBY) was designed. The results showed that, under the penalty condition, the error rate of AY increased and the error rate of BX decreased when the subjects completed AX-CPT. The experimental results show that under the conditions of reward and punishment, adolescents, like adults, improve their motivation level and thus promote cognitive performance. The results of this study promote people's understanding of how monetary rewards and punishments affect adolescents' cognitive control, and provide new experimental evidence for the effects of rewards on cognitive control strategies. It can help educators to use reward information to guide adolescents' behavior and develop cognitive control strategies that are most conducive to accomplishing current cognitive tasks.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842.1

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本文編號：1512705