来自德国和伊朗的学龄前儿童的感知,社会和执行功能多样性
Vahid Nejati1, Jennifer Lehmann2, Petra Jansen2
1Psychology Department, Shahid Beheshti University, P.O. Box: 1983969411, Tehran, Iran. nejati@sbu.ac.ir.
Scientific reports
|October 14, 2024
概括
文化背景对儿童的认知和社会发展产生重大影响. 与伊朗同龄人相比,德国学龄前儿童在空间能力和思想理论方面表现出优势.
科学领域:
- 儿童发展 儿童发展
- 跨文化心理学 跨文化心理学
- 认知神经科学 认知神经科学
背景情况:
- 文化背景和年龄是影响儿童认知和社会发展的关键因素.
- 在不同的文化背景下,学龄前儿童的发展有所不同.
- 了解这些变异对于定制的教育和发展干预至关重要.
研究的目的:
- 为了比较德国和伊朗学龄前儿童的感知,执行和社会功能.
- 研究文化背景和年龄对认知发展的影响.
- 探索跨文化执行功能与社会认知之间的关系.
主要方法:
- 一项涉及165名学龄前儿童 (87名三岁,78名四岁) 的横截面研究,来自德国和伊朗.
- 评估社会认知 (思维理论),空间能力 (心理旋转) 和执行功能 (工作记忆,抑制控制,认知灵活性,语言流).
- 使用任务,如数字跨度,Corsi块,日夜,草雪,卡片排序和词汇测试.
主要成果:
- 德国儿童在空间能力和思维理论方面表现优于伊朗儿童.
- 德国学龄前儿童在工作记忆,认知灵活性和口语流方面表现出卓越的表现.
- 伊朗儿童表现出更好的抑制控制,在不同文化中观察到执行功能与其他认知领域之间的明显相关性.
结论:
- 文化因素在儿童早期塑造认知功能方面发挥着重要作用.
- 年龄和文化背景相互作用,影响感知,执行和社会发展.
- 未来的研究应该考虑文化背景,在考察不同人群的认知发展时.
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