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联合Simon效应是考察幼儿共同表征能力的一个有效指标,本研究采用联合Simon任务范式通过两个实验考察幼儿联合Simon效应稳定产生的年龄阶段以及不同人际情境对该效应的影响机制。实验1首先以3个年龄段幼儿为研究对象来考察幼儿联合Simon效应产生的年龄阶段,以揭示共同表征能力的发生发展趋势。实验2在实验1基础上以出现稳定联合Simon效应的5岁幼儿为研究对象,进一步考察该能力水平是否受到人际情境的影响及背后的机制。结果表明,与3岁相比,4岁幼儿开始出现联合Simon效应,但尚不稳定,5岁幼儿的联合Simon效应达到更加稳定水平;不同人际情境对幼儿的共同表征能力产生影响,相较合作情境,竞争情境对幼儿联合行动的共同表征能力有抑制作用。本研究结果很好地支持了参考编码理论,并拓宽了对共同表征理论的理解。
The joint Simon effect is an effective indicator to examine the common characterization of young children. In this study, we use the Simon task paradigm to examine the influence of age-related stability of young children combined with Simon effect and the influence of different interpersonal situations on this effect through two experiments. Experiment 1 First of all, three age groups of children as the research object to examine young children combined Simon effect of the age of the stage, in order to reveal the occurrence and development of common characterization trends. Experiment 2 Based on Experiment 1, a 5-year-old child who had a stable and Simon effect was selected as the research object to further investigate whether this level of ability is influenced by the interpersonal situation and the underlying mechanism. The results showed that, compared with 3 years old, 4-year-old children began joint Simon effect, but not stable, 5-year-old children’s joint Simon effect to achieve a more stable level; different interpersonal situations affect the ability of young children to share, compared with the cooperation Situational and competitive contexts have an inhibitory effect on the common characterization of joint actions of young children. The results of this study well support the reference coding theory and broaden the understanding of the common characterization theory.