奖赏选择权对学龄儿童抑制控制的影响：机制与启示

The Impact of Reward Choice on Inhibitory Control in School-Aged Children: Mechanisms and Implications

摘要: 抑制控制作为执行功能的核心，对学龄儿童的学业成就、社会适应及心理健康至关重要。奖赏作为一种有效的外部激励，能显著调节个体的认知与行为。然而，奖赏的呈现方式——特别是儿童是否拥有选择奖赏的权利(自选与非自选)——如何影响其抑制控制，尚缺乏系统阐释。本综述旨在融合发展心理学、认知心理学与神经生物学的视角，系统梳理自选与非自选奖赏影响学龄儿童抑制控制的理论、实证及神经机制。发展心理学视角指出，选择权能满足儿童的自主需求，从而增强其内在动机；认知心理学观点认为，选择能提升任务价值感并促进认知资源优化配置；神经生物学证据则提示，选择可能通过增强前额叶–纹状体环路的激活及多巴胺能调控来提升抑制效率。基于上述发现，本文进一步探讨了相关研究在教育实践中的启示，例如如何在课堂管理、学习动机激发以及对注意缺陷多动障碍等特殊需求儿童的干预中，通过赋予选择权来促进其自我调节能力。最后，本文指出了当前研究的局限，并对未来开展纵向追踪与神经影像学等研究提出了展望。

Abstract: Inhibitory control, as a core component of executive function, is crucial for the academic achievement, social adaptation, and mental health of school-aged children. Reward, as a potent external incentive, can significantly modulate an individual’s cognition and behavior. However, how the mode of reward presentation—particularly whether children have the right to choose the reward (self-chosen vs. externally chosen)—affects their inhibitory control lacks systematic explanation. This review aims to integrate perspectives from developmental psychology, cognitive psychology, and neurobiology to systematically summarize the theoretical foundations, empirical evidence, and potential neural mechanisms underlying the effects of self-chosen and externally chosen rewards on the inhibitory control of school-aged children. From a developmental psychology perspective, the power of choice fulfills children’s growing need for autonomy, thereby enhancing intrinsic motivation; the cognitive psychology viewpoint suggests that choice optimizes inhibitory control performance by increasing task value and promoting the allocation of more cognitive resources; neurobiological evidence indicates that choice may enhance inhibitory efficiency by augmenting activation in the prefrontal-striatal reward and control circuit, particularly through dopaminergic regulation. Based on these findings, the article further discusses the practical implications of related research in educational settings, such as how granting choice can promote self-regulation abilities in classroom management, learning motivation stimulation, and interventions for children with special needs (e.g., Attention Deficit Hyperactivity Disorder). Finally, the review points out the limitations of current research and proposes directions for future studies, such as conducting targeted longitudinal tracking and neuroimaging research.