共查询到20条相似文献，搜索用时 15 毫秒
1.
David Alarcón-Rubio José A. Sánchez-Medina José R. Prieto-García 《Early childhood research quarterly》2014
Recent studies have noted that executive function and the use of self-regulatory private speech are related in childhood, and proposed that the critical leap that occurs in the development of executive function between the ages of three and six years may be due to the onset of language-based self-regulatory functions at this age. This research explored the relationship between executive function and private speech in a cross-sectional study of 81 children between four and seven years of age. The children performed an executive function task, the Dimensional Change Card Sort (DCCS), and children's use of private speech was observed during a categorization task. The results indicated that, after controlling for children's age, gender, verbal abilities, and fluid reasoning, children's use of partially internalized private speech during the categorization task was significantly related to the number of phases successfully passed on the DCCS task, which required them to switch between card sorting rules. Children who used more partially internalized private speech were more likely to pass the most challenging phase of the DCCS task that assesses the ability to flexibly use different sorting rules according to a higher-order rule. We discuss the role of verbal mediation in the development of cognitive flexibility and its implications for the design of intervention programs for children who possess deficits of executive function. 相似文献
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An important aspect of executive functioning is the ability to flexibly switch between behavioral rules. This study explored how considering the multidimensionality of objects affects behavioral rule switching in 3-year-old children. In Study 1 (N = 40), children who participated in a brief game separating and aggregating an object’s dimensions (i.e., color and shape) showed improved performance on the Dimensional Change Card Sort (DCCS), a measure of behavioral rule switching, relative to controls. In Study 2 (N = 80) DCCS performance improved even when the initial practice involved a different dimension (pattern and shape). Thus, practice thinking about multidimensionality can affect 3-year-olds’ DCCS performance and therefore may play an important role in the development of flexible thinking. 相似文献
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Michael Ramscar Melody Dye Jessica W. Gustafson Joseph Klein 《Child development》2013,84(4):1308-1323
Cognitive control, the ability to align our actions with goals or context, is largely absent in children under four. How then are preschoolers able to tailor their behavior to best match the situation? Learning may provide an alternative route to context‐sensitive responding. This study investigated this hypothesis in the Dimensional Change Card Sort (DCCS), a classic test of cognitive control that most under‐fours fail. A training intervention based on learning theoretic principles proved highly effective: Three‐year‐olds who learned about DCCS rules and game contexts in a card‐labeling task, subsequently transferred this knowledge to sorting in the DCCS, passing at more than 3 times the rate of controls (N = 47). This surprising finding reveals much about the nature of the developing mind. 相似文献
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Schirmbeck Katharina Rao Nirmala Wang Rhoda Richards Ben Chan Stephanie W. Y. Maehler Claudia 《European Journal of Psychology of Education - EJPE》2021,36(4):923-943
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong (n = 80) and Germany (n = 90) in a cross-sectional design. Children completed tasks assessing the main components of EF, namely inhibition (child-friendly Stroop task), updating (Object Span task), and shifting (Contingency Naming task). Results of multilevel models showed that all three EF measures differentiated well between younger and older children across the full sample. However, contrary to our hypothesis and previous research, we did not find any significant differences in EF performance between children from Hong Kong and Germany at primary school age. Our findings highlight the possibility that issues related to the measurement of EF and features specific to Hong Kong and Germany underlie our results.
相似文献7.
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia 总被引：1，自引：0，他引：1
This paper examines one of the potentialroles that software agents may have inhelping students reduce working memoryload while learning from discovery-basedmultimedia environments: providingexplanatory feedback. Two studiesexamined the guided feedbackhypothesis according to which, discoverylearning environments that use explanatoryfeedback (EF) to guide novice students inthe process of meaning making promotedeeper learning than those that presentidentical materials using correctivefeedback (CF) alone. In both experiments,the EF group produced higher transferscores, rated the computer game as morehelpful, and gave comparable interest andmotivation ratings than the CF group. Mental load rating scales providedevidence in both experiments that EF waseffective due to reductions in cognitiveload. Results support the use of agentguidance in the form of EF for novicestudents who learn with discovery-basedmultimedia games. 相似文献
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A developmental perspective on executive function 总被引：2，自引：0，他引：2
This review article examines theoretical and methodological issues in the construction of a developmental perspective on executive function (EF) in childhood and adolescence. Unlike most reviews of EF, which focus on preschoolers, this review focuses on studies that include large age ranges. It outlines the development of the foundational components of EF-inhibition, working memory, and shifting. Cognitive and neurophysiological assessments show that although EF emerges during the first few years of life, it continues to strengthen significantly throughout childhood and adolescence. The components vary somewhat in their developmental trajectories. The article relates the findings to long-standing issues of development (e.g., developmental sequences, trajectories, and processes) and suggests research needed for constructing a developmental framework encompassing early childhood through adolescence. 相似文献
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Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
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This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20 typically-developing). Set-shifting was measured using a computerized dimensional change card sort (DCCS) task, and by parent report of executive functioning in daily life. Results showed an advantage for bilingual relative to monolingual children with ASD on the DCCS task, but not for set-shifting in daily life. Working memory was similar for bilinguals and monolinguals with ASD. These findings suggest that bilingualism may mitigate some set-shifting difficulties in children with ASD. 相似文献
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This study investigated relationships between SRL and EF in a sample of 254 school-aged adolescent males. Two hypotheses were tested: that self-reported measures of SRL and EF are closely related and that as different aspects of EF mature during adolescence, the corresponding components of SRL should also improve, leading to an age-related increase in the correlation between EF and SRL. Two self-report instruments were used: the strategies for self-regulated learning survey (SSRLS) and the behavioural rating instrument of executive function (BRIEF). Strong correlations between the measures of EF and SRL were found, especially in areas associated with metacognitive processes. Correlations between EF and SRL were found, with weaker correlations between behavioural regulation and SRL were found to be weaker for the younger participants in the sample while the relationship between EF and SRL appears to grow stronger during the initial years of high school even though self-reported levels of EF along with motivation for SRL and important components of SRL such as goal setting and planning were found to decrease with age. Decreasing levels of motivation for learning during adolescence are speculated to moderate the deployment of SRL and EF in a school context. 相似文献
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Executive functioning predicts academic achievement in middle school: A four-year longitudinal study
William Ellery Samuels Nelly Tournaki Sheldon Blackman Christopher Zilinski 《The Journal of educational research》2016,109(5):478-490
Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6–9 through 21 teachers' and 22 teacher assistants' assessments of 322 adolescents from disadvantaged backgrounds who attended an urban, chartered middle/high school. Assessment of EF was done through the completion of the Behavior Rating Inventory of Executive Function (BRIEF). BRIEF global executive composite scores (GEC) predicted both current and future English/language arts, mathematics, science, social studies, and Spanish annual grade point averages (GPAs). The effect of BRIEF GEC scores often overshadowed the effects of gender, poverty, and having an individual education plan; the other, non–BRIEF-related effects retained slightly more impact among teacher assistant–derived data than teacher-derived data. The strong relationships between BRIEF GEC scores and these GPAs also remained constant over these 4 years: There was little evidence that EF changed over the measured grades or that the relationship between EF and grades itself regularly changed. The findings indicate that EF scores during early middle grades can well predict academic performance in subsequent secondary-school grades. Although methodological constraints may have impeded the abilities of other factors (i.e., poverty) to be significantly related to GPAs, the effects of EF were strong and robust enough to prompt us to recommend its use to guide long-term, academic interventions. 相似文献
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We examined whether the timing of executive function (EF) development was associated with growth in children's math achievement across eight measurement occasions from preschool through second grade. Using a prospective longitudinal sample of 351 children, we found that children who developed EF later, entered preschool with the lowest levels of math performance and did not catch-up to their intermediate or early EF developing counterparts despite exhibiting a similar math growth rate through second grade. This trend was also observed after controlling for children's biological sex, early language skills, and socioeconomic background. These findings suggest that developing EF late might place children at a unique risk for math difficulties independent of important child and family level characteristics and can provide insights for instructional strategies that take into account differences in children's EF development. 相似文献
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Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk for DCD with Typically Developing (TD) children. Participants were 36 Italian children, 18 at risk for DCD (9 boys and 9 girls) who had a mean age of 4.6 years and 18 TD (9 boys and 9 girls) who had a mean age of 4.6. Executive functions were measured by tasks targeting cold executive functioning (working memory, fluency, inhibitory control) and two assessments of hot executive functioning (Snack Delay and Gift Wrap). Significant differences were found between children at risk for DCD and TD children on cold EF tasks of visuo-spatial working memory abilities, fluency and inhibitory control, but not on hot EF tasks. The findings suggest that it is advisable to implement preschool cognitively challenging physical activities programmes. 相似文献
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This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Infants showed high levels of compliance with the EF tasks at 14 months. There was little evidence of cohesion among EF tasks but simple response inhibition was related to performance on two other EF tasks. Infant attention (but not parent-rated temperament) at 4 months predicted performance on two of the four EF tasks at 14 months. Results suggest that EF skills build on simpler component skills such as attention and response inhibition. 相似文献
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Sammy Perone Daniel J. Plebanek Megan G. Lorenz John P. Spencer Larissa K. Samuelson 《Child development》2019,90(1):210-226
Executive function (EF) plays a foundational role in development. A brain-based model of EF development is probed for the experiences that strengthen EF in the dimensional change card sort task in which children sort cards by one rule and then are asked to switch to another. Three-year-olds perseverate on the first rule, failing the task, whereas 4-year-olds pass. Three predictions of the model are tested to help 3-year-olds (N = 54) pass. Experiment 1 shows that experience with shapes and the label “shape” helps children. Experiment 2 shows that experience with colors—without a label—helps children. Experiment 3 shows that experience with colors induces dimensional attention. The implications of this work for early intervention are discussed. 相似文献
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Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (Mage = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (β = .061–.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development. 相似文献
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Mark Wade Katie A. McLaughlin George A. Buzzell Nathan A. Fox Charles H. Zeanah Charles A. Nelson 《Child development》2023,94(1):e43-e56
We examined whether family care following early-life deprivation buffered the association between stressful life events (SLEs) and executive functioning (EF) in adolescence. In early childhood, 136 institutionally reared children were randomly assigned to foster care or care-as-usual; 72 never-institutionalized children served as a comparison group. At age 16 years, adolescents (n = 143; 54% female; 67.1% Romanian) self-reported recent SLEs, completed a battery of memory and EF tasks, and completed a go/nogo task in which mediofrontal theta power (MFTP) was measured using electroencephalogram. More independent SLEs predicted lower EF and more dependent SLEs predicted lower MFTP, but only among adolescents with prolonged early deprivation. Findings provide preliminary evidence that family care following early deprivation may facilitate resilience against stress during adolescence on EF. 相似文献
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Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not support the preferred, incorrect “NP and NP” interpretation. Online reading times and offline comprehension question responses were the dependent variables. Results suggest that when propositional content of incoming text is consistent with propositional content of the context, readers often hang on to the resulting coherent interpretation even when subsequent input contradicts it. Results also suggest that (a) context affects reading times and final interpretation; (b) when context and comprehension questions bias readers toward the incorrect interpretation, even unambiguous sentences are regularly misinterpreted; and (c) both semantic content and syntactic form of context influence how the context and subsequent text are integrated in memory. 相似文献
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This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. 相似文献