{"title":"幻想内容对儿童执行功能和心理转换的即时和延迟效应。","authors":"","doi":"10.1016/j.jecp.2024.106067","DOIUrl":null,"url":null,"abstract":"<div><p>Watching fantastical content has been shown to negatively affect young children’s executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children’s EF performance and (2) examine whether watching fantastical content negatively affects children’s other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6-year-old children (<em>M</em> = 66 months, <em>SD</em> = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10-min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a non-fantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children’s EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may temporarily affect attentional and information processing systems related to EFs.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Immediate and delayed effects of fantastical content on children’s executive functions and mental transformation\",\"authors\":\"\",\"doi\":\"10.1016/j.jecp.2024.106067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Watching fantastical content has been shown to negatively affect young children’s executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children’s EF performance and (2) examine whether watching fantastical content negatively affects children’s other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6-year-old children (<em>M</em> = 66 months, <em>SD</em> = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10-min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a non-fantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children’s EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may temporarily affect attentional and information processing systems related to EFs.</p></div>\",\"PeriodicalId\":48391,\"journal\":{\"name\":\"Journal of Experimental Child Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Child Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0022096524002078\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Child Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022096524002078","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
摘要
研究表明,观看奇幻内容会对幼儿的执行功能(EF)技能产生负面影响。目前还没有研究调查过这些负面影响会持续多久,以及是否会扩展到其他认知技能。本实验研究的目的是:(1) 检测奇幻内容对儿童执行功能表现的影响持续时间;(2) 研究观看奇幻内容是否会对儿童的其他(非执行功能)认知任务表现(即心理转换)产生负面影响。120名5-6岁儿童(中=66个月,标差=5.52)被随机分配到以下四个条件之一:(a)观看8分钟非幻想性动画片后立即进行测试;(b)观看8分钟幻想性动画片后立即进行测试;(c)观看幻想性动画片后延迟10分钟进行测试;(d)8分钟自由游戏后立即进行测试(对照条件)。在每种情况下,儿童都接受了EF和心理转换测量测试。结果显示,观看奇幻动画片的儿童在工作记忆和抑制控制任务上的表现比观看非奇幻动画片或游戏的儿童差。然而,观看和测试环节之间 10 分钟的延迟消除了对抑制控制的负面影响。各组在认知灵活性和心理转换方面没有差异。与之前的研究一样,观看奇幻内容会对儿童的EF产生负面影响,但这种负面影响在几分钟后就消失了,而且似乎是EF所特有的。这些结果表明,奇幻内容可能会暂时影响与 EF 相关的注意力和信息处理系统。
Immediate and delayed effects of fantastical content on children’s executive functions and mental transformation
Watching fantastical content has been shown to negatively affect young children’s executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children’s EF performance and (2) examine whether watching fantastical content negatively affects children’s other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6-year-old children (M = 66 months, SD = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10-min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a non-fantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children’s EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may temporarily affect attentional and information processing systems related to EFs.
期刊介绍:
The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.