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首页> 外文期刊>Developmental psychology >Contribution of Reactive and Proactive Control to Children's Working Memory Performance: Insight From Item Recall Durations in Response Sequence Planning
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Contribution of Reactive and Proactive Control to Children's Working Memory Performance: Insight From Item Recall Durations in Response Sequence Planning

机译：主动和主动控制对儿童工作记忆表现的贡献：从反应序列计划中的项目召回持续时间中得出的见解

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The present study addressed whether developmental improvement in working memory span task performance relies upon a growing ability to proactively plan response sequences during childhood. Two hundred thirteen children completed a working memory span task in which they used a touchscreen to reproduce orally presented sequences of animal names. Children were assessed longitudinally at 7 time points between 3 and 10 years of age. Twenty-one young adults also completed the same task. Proactive response sequence planning was assessed by comparing recall durations for the 1st item (preparatory interval) and subsequent items. At preschool age, the preparatory interval was generally shorter than subsequent item recall durations, whereas it was systematically longer during elementary school and in adults. Although children mostly approached the task reactively at preschool, they proactively planned response sequences with increasing efficiency from age 7 on, like adults. These findings clarify the nature of the changes in executive control that support working memory performance with age.
机译：本研究解决了工作记忆跨越任务绩效的发展改善是否依赖于儿童期主动规划反应序列的能力的增强。 213个孩子完成了一项工作记忆跨度任务，其中他们使用触摸屏来再现口头表达的动物名字序列。在3至10岁之间的7个时间点对儿童进行纵向评估。 21名年轻人也完成了同样的任务。通过比较第一个项目（准备间隔）和后续项目的召回时间来评估主动响应序列计划。在学龄前，准备间隔通常比随后的项目召回持续时间短，而在小学和成年人中，准备间隔通常较长。尽管孩子们大多是在学龄前以被动方式完成任务的，但他们像成人一样，从7岁开始就积极地计划响应顺序，并提高了工作效率。这些发现阐明了随着年龄增长，支持工作记忆表现的执行控制变化的性质。

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