教师和非教师的执行功能和思想理论
Paulo Barraza1,2, Eugenio Rodríguez3
1Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile.
Heliyon
|October 9, 2023
概括
与非教师相比,专业教师表现出增强的认知灵活性,工作记忆和执行注意力. 虽然思维理论 (ToM) 任务的准确性类似,但教师在情感识别和二级情感ToM任务中反应更慢.
科学领域:
- 认知神经科学 认知神经科学
- 教育心理学教育心理学
- 社会认知是指社会认知.
背景情况:
- 人类教学对于文化社会化至关重要,与执行功能和思维理论 (ToM) 有关.
- 目前尚不清楚专业教学经验是否能增强这些认知系统.
研究的目的:
- 与非教师相比,调查专业教师是否拥有优越的执行功能和ToM技能.
- 探索教学经验与社会互动至关重要的认知能力之间的关系.
主要方法:
- 在评估工作记忆,认知灵活性和执行控制的任务中,比较了20名专业教师和20名匹配的非教师.
- 评估的思维理论 (ToM) 技能,包括在线ToM,情绪识别和第一/第二阶段ToM.
主要成果:
- 教师在认知灵活性,工作记忆和注意力的执行控制方面显示出明显更高的准确性.
- 两组之间没有观察到对ToM任务准确性的显著差异.
- 教师在情感识别和二次情感ToM任务方面表现较慢.
结论:
- 专业教学与增强的执行功能有关,特别是认知灵活性,工作记忆和注意力控制.
- 虽然ToM的准确性是可比的,但响应时间表明情感ToM处理中的潜在差异.
- 研究结果强调了教学与认知技能之间的联系,这对于复杂的社会决策至关重要,对教师培训有影响.
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