智能手机成瘾者的注意执行控制功能:心智游移的作用

doi:10.16187/j.cnki.issn1001-4918.2018.03.03

摘要/Abstract

摘要： 智能手机成瘾可能会影响个体的注意执行控制功能，以往研究结果在该影响是否取决于实验刺激与成瘾物的相关性上存在不一致，研究关注心智游移在其中的作用。采取《大学生智能手机成瘾量表》筛选被试90人分为成瘾组和非成瘾组。实验一采用反应的持续注意任务考察不同水平智能手机成瘾者的心智游移特点，采用《白日梦量表》辅助研究，结果发现智能手机成瘾被试量表得分显著更高，在实验中更多地评估任务表现，且其心智游移与偶然性的任务疏忽、一般性任务疏忽以及反应分离状态有关。实验二采用AX版本的持续操作任务探究智能手机成瘾者的注意执行控制功能中心智游移的调节作用，结果发现高频心智游移的智能手机成瘾者比低频心智游移的智能手机成瘾者维持目标更困难。研究对于理解智能手机成瘾对个体认知的影响具有一定的启示作用。

关键词: 大学生, 智能手机成瘾, 执行控制, 心智游移, 任务无关想法

Abstract: Damages have been found in smartphone addicts' executive control function, but how these damages happened and the potential factors are unclear, especially whether these damages depended on addictive clues. The present study aimed to explore the possible role of mind-wandering. 90 participants were screened according to the Smartphone Addiction Scale for College Students(SAS-C). In experiment 1, Sustained Attention to Response Task(SART) was selected, and the daydreaming scale in Imaginal Processes Inventory was used to investigate the mind-wandering frequency in their daily lives. The results showed that smartphone addicts had higher mind-wandering frequency in their daily lives, and they evaluated their performance more frequently on the task; and their mind wandering was on the state of occurrent task inattention, generic task inattention and response disengagement. Meanwhile the mind wandering of non-addicts was only on the state of occurrent task inattention. In experiment 2, AX Continuous Performance Task(AX-CPT) was selected to investigate different groups' executive control function further and in details. Results showed that smart phone addicts with high mind wandering frequency had difficulties in maintaining task goals.

Key words: college student, smartphone addiction, executive control, mind wandering, task-unrelated thought

林悦, 刘勤学, 邓寒, 李羽萱, 丁凯旋. 智能手机成瘾者的注意执行控制功能:心智游移的作用[J]. 心理发展与教育, 2018, 34(3): 273-283.

LIN Yue, LIU Qinxue, DENG Han, LI Yuxuan, DING Kaixuan. Executive Control Function of Smart-phone Addicts: The Role of Mind-wandering[J]. Psychological Development and Education, 2018, 34(3): 273-283.

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