The Effects Of Prompts Of The Next Task And The Task Importance On Task Switching In Different Grades

Basing on the mazes and nonsense syllables, this thesis uses the task-cueingparadigm and intermittent-instruction paradigm to study the effects of prompts of thenext task and the prompts of the importance of the next task on task switching fordifferent grades of girls and boys (the third grade and fifth grade in primary school,the second grade in junior school, the first grade in high school and the second gradein university). Here are the results.1. Grade effects.(1) When there are no prompts of the next task and no promptsof the importance of the next task, the students who are in the third grade and the fifthgrade in primary school are improved rapidly in self-execution control capability,which stabilizes to the peak at the second grade in junior school.(2) When there haveprompts of the next task without prompts of the importance of the next task, thecapabilities of task switching grow quickly from the third grade to the fifth grade, andthen the capabilities tend to stable.(3) When there have prompts of the next task andprompts of the importance of the next task, the capabilities of task switching growquickly at the third grade and the fifth grade in primary, also the second grade injunior school, and then the capabilities tend to stable.(4) When there have prompts ofthe importance of the next task without prompts of the next task, the capabilities oftask switching promote all grades.2. The effects of the first three experimental conditions.(1) When there is noprompt of the importance of the next task in the first grade in high school, no promptsof the next task is better.(2) When there have prompts of the next task in the secondgrade in university, it is better if there have prompts of the importance of the nexttask.3. The effects of the prompts of the importance of the next task when there is noprompt of the next task.The students in the third grade in primary school canmemorize more correct nonsense syllables when there have prompts of the importanceof the next task. This situation does not appear in other grades.4. The effects of the prompts of the next task when there have prompts of theimportance of the next task.(1) The students in the second grade in junior school canmemorize more correct nonsense syllables when there have prompts of the next task. (2) Oppositely, the students in the first grade in high school memorize less correctnonsense syllables when there have prompts of the next task.5. The effects of the two different conditions, one is there have prompts of thenext task without prompts of the importance of the next task; the other is that therehave prompts of the importance of the next task without prompts of the next task. Theprompts of the importance of the next task are more promotional than the prompts ofthe next task in the third grade in primary school and the first grade in high school.However, this is not obvious in the other there grades.