人际情境对幼儿联合Simon效应的影响机制

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 Influence Mechanism of Interpersonal Situations on the Joint Simon Effect of Young Children

Joint Simon effect is used as an effective indicator to examine the co-representation ability for young children. The paradigm of joint Simon task was adopted in the two experiments to explore the development of young children' joint Simon effect and the influence mechanism of interpersonal situations on the effect. The experiment 1, with three age grades from 3 to 5 participated in, was designed to investigate the development of joint Simon effect for young children in order to reveal the development trends of their co-representation ability. Based on the experiment 1, the experiment 2, taking five-year-old children with stable joint Simon effect as the participants, was designed to further examine whether different interpersonal situations would modulate the children's joint Simon effect and what mechanism concealed behind it. The above two experiments indicated that, first, compared to three-year-old children, four-year-old children begin to appear the joint Simon effect but still unstable, and the effect for five-year-old children reaches a more stable level; second, young children's co-representation ability can be influenced by interpersonal situations, and contrasted with the cooperative situation, the ability of their joint action is refrained in the competitive situation. The results of this study, therefore, strongly support the referential coding theory and also broaden the understanding of the co-representation theory.