The Role of Selective Attention in 3～4 Years Old Children’s Rule Use
|School||Zhejiang Normal University|
|Course||Developmental and Educational Psychology|
|Keywords||Selective Attention Rules use Cognitive flexibility Mark Preschool|
The rules used in the study is cognitive psychology in the last decade and one of the important research field of developmental psychology. The rules of use is an important aspect of executive function, and the rules derived from the study of executive function. In this paper, based on the review of selective attention, rules of use as well as the selective attention and rule uses the relationship between the two study found that although the psychology of children rules to use a lot of research, but the use of young children in the rules The difficulty of the root cause is still rather controversial. The study emphasizes the use of the past, most child care rules and are in the process of completion of tasks in inhibitory control and rule complexity, and the role of selective attention in the use of rules usually ignored. The study included three experiments designed to investigate the selective attention to the use of rules for children 3-4 years old. Experiments 1 and 2 on the basis of the Patricia and other people of the same - different card sorting task to improve visits children follow the same rules whether selective noted that the shape of the object, while ignoring the color of the object. Associated with the experiment one target cards and test cards in the color dimension. Second experiment on the basis of experiment, the test card replaced dimension has nothing to do with the target card (color), so that children summed up in a variety of colors change to accomplish this task only need to focus on the same or different objects, and You do not need to concern the color of the object. Experimental three dimensional change card sorting task (DCCS) (two conditions: standard conditions, and identifies conditions) to further investigate the effects of selective attention on the rules change. Standard conditions and standard DCCS task, is identified by the experimenter the experimenter statement classification rules related to the dimension of classification; identifies conditions children in the before the experimenter statement rules, its own identity-related dimension of classification, examine the child's own identity card catalogs, Can their attention focused on the the Related Categories dimensions, thereby enhancing their rules to use scores. The following conclusions: (1) selective attention is one of the important factors that affect child care rules. 3-year-olds can not selectively noted that the object dimensions and ignore the color dimension, the 4-year-olds can selectively pay attention to the object dimensions ignore the color dimension, not yet ripe for the development of selective attention in younger children, led on their rules use difficult. (2) there is no visual conflict, the test card with the target card is not related to the color dimension, the 3-year-olds still can not selectively noted that the object dimensions and ignore the color dimension. Visual conflict may not be difficult to use child care rules, the main reason lies in the lack of children selective attention. (3) identifies as a verbal means of regulation, to help children note that the rejection of the previous dimension values ??so that they are better able to focus attention to the current classification dimension, so as to defeat the Note inertia. However, the child's own language logo is not successfully completed the rules using the task necessary and sufficient conditions, it just played a catalytic role. (4) 3 to 4-year-old child cognitive flexibility is also poor, and can not be fast and flexible conversion between incompatible rules, identity helps children to shift their attention to the relevant classification dimensions, so that the children fast and flexible conversion between two incompatible rules.