超认知执行功能培训对儿童执行功能,主动控制和学术技能的影响
Maki Kubota1, Lauren V Hadley2, Simone Schaeffner3
1Department of Languages and Culture, UiT The Arctic University of Norway.
Developmental psychology
|October 12, 2023
概括
执行功能 (EF) 培训改善了儿童的主动控制和工作记忆,但没有影响学术技能. 培训增强了来自弱势背景的儿童对EF过程的成熟参与.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 执行职能 (EF) 对于学术成功至关重要.
- 来自不利背景的儿童往往表现出较低的EF.
- 超认知和EF培训是改善EF和学术成果的潜在干预措施.
研究的目的:
- 研究元认知培训 (meta-EF) 和基础EF培训 (基础EF) 对儿童EF和学术技能的影响.
- 检查EF培训对学术成果 (阅读,推理,数学) 的转移影响.
- 评估EF培训对特定EF组件的影响,如抑制,工作记忆 (WM),认知灵活性和主动/反应控制.
主要方法:
- 来自弱势背景的134名儿童 (平均年龄8.70岁) 被随机分配到元EF,基本EF或主动对照组.
- 参与者在两个月内接受了16次培训.
- 在干预之前和之后评估了EF和学术技能.
主要成果:
- 没有观察到EF或元认知训练对学术成果的显著影响.
- 与积极对照组相比,meta-EF和基本-EF组在主动控制参与和WM方面都显示出更大的改善.
- 这些发现表明,EF培训促进了EF过程的更成熟的参与.
结论:
- 包括元认知方法在内的EF培训在短期内对学术技能的影响最小 (近距离和远距离转移效应).
- EF培训有效地提高了儿童的主动控制参与和工作记忆能力.
- 该研究强调了EF培训的潜力,以促进更成熟的EF参与,特别是在弱势群体中.
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