学龄前和小学儿童执行职能的因数结构以及与智力的关系
Sophia Elisabeth Grobe1, Tanja Könen2, Christina David3
1Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany.
Journal of experimental child psychology
|July 23, 2024
概括
执行功能 (EFs) 在学前和小学儿童中显示出一致的结构和与流体智力的强烈关系. 这表明EF可能不会像以前认为的那样在童年时期分化为不同的组件.
科学领域:
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
- 儿童心理学 儿童心理学
背景情况:
- 讨论了执行功能 (EF) 的发展轨迹及其在整个童年时期的结构.
- 一些研究表明,幼儿时期的EF结构是统一的,而晚年儿童时期的发现是混合的,这表明多维性.
- 之前的研究表明,EF和智力之间的关系存在与年龄相关的差异化.
研究的目的:
- 在两个不同的年龄组:学前儿童和小学儿童中,对执行功能结构及其与流动智能的关系进行比较分析.
- 调查EF是否在童年期间分化为多个组件.
- 检查EF-情报关系在不同发展阶段的一致性.
主要方法:
- 145名学龄前儿童 (5.2-6.7岁) 和109名小学儿童 (8.8-11.8岁) 的样本参与了调查.
- 参与者完成了测量工作记忆,抑制,认知灵活性和流体智力的任务.
- 用确认因素分析 (CFA) 和多组CFA来分析EF结构及其与流体智能的关系.
主要成果:
- 确认因素分析显示,单因素模型在学龄前儿童和小学儿童中最好地代表执行功能表现.
- 多组CFA在两个年龄组 (r = .64) 中显示了执行功能和流动智力之间的同等和强烈的正相关性.
- 这些发现表明EFs具有稳定的结构,并在整个童年时期与流体智力保持一致的关系.
结论:
- 执行职能与幼儿园和小学儿童的流体智力有很大关系.
- 结果挑战了在童年期间EFs分为多个组件的连续差异化的统一模式的概念.
- 方法学因素,如同时干扰,可能解释了之前的发现,表明EF在中后儿童期的差异化.
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