执行功能和解决问题-抑制,工作记忆和认知灵活性对小学学生科学解决问题的表现的贡献
Jonas Schäfer1, Timo Reuter2, Miriam Leuchter2
1Department of Psychology, University of Kaiserslautern-Landau, 76829 Landau, Germany; Institute for Child and Youth Education, University of Kaiserslautern-Landau, 76829 Landau, Germany.
Journal of experimental child psychology
|May 29, 2024
概括
执行功能,如工作记忆和认知灵活性,有助于幼儿解决科学问题. 然而,抑制并没有显著影响本研究中的表现.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 科学教育科学教育教育.
背景情况:
- 执行功能对于儿童的解决问题至关重要.
- 以前的研究经常孤立地检查执行功能.
- 抑制,工作记忆和认知灵活性在科学问题解决中的具体作用需要进一步澄清.
研究的目的:
- 研究抑制,工作记忆和认知灵活性对科学问题解决的个人贡献.
- 了解具体的执行职能如何影响小学儿童解决科学问题的能力.
主要方法:
- 评估了478名一年级和二年级的学生 (平均年龄7.44岁).
- 使用Go/No-go任务进行抑制,Corsi阻断向后任务用于工作记忆,以及灵活的项目选择任务用于认知灵活性.
- 雇佣了三个科学问题解决任务,包括转和稳定任务.
主要成果:
- 结构方程建模显示,工作记忆和认知灵活性显著和单独地为科学解决问题的表现做出了贡献.
- 在这个群体中,抑制没有显示出对科学解决问题的表现有显著的个人贡献.
- 工作记忆和认知灵活性成为科学解决问题的关键执行功能.
结论:
- 工作记忆 (保持任务需求和对象关系) 和认知灵活性 (切换问题解决阶段) 对于小学生的科学问题解决成功至关重要.
- 在具有更高干扰的科学任务中,抑制控制可能更为关键.
- 针对工作记忆和认知灵活性可以提高儿童的科学解决问题的技能.
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