执行职能 在小学儿童中对复制和文字制作的贡献
Lorena Canet-Juric1, Rosario Gelpi-Trudo1, Eliana Zamora1
1Instituto de Psicología Básica, Aplicada y Tecnología - CONICET-UNMdP-CIC, Facultad de Psicología, Universidad Nacional de Mar del Plata, Mar del Plata, Argentina.
Applied neuropsychology. Child
|December 31, 2024
概括
具有更强的执行功能 (EF) 的儿童表现出更好的写作技巧. 改善的抑制和工作记忆增强了文本复制和构成,基于性别和年级水平观察到显著差异.
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:
- 执行功能 (EF) 是关键的认知过程,包括工作记忆,抑制和认知灵活性.
- EF越来越多地被认为与学龄儿童的学业成绩有关.
- 写作技能,包括复制和文本制作,是由各种认知能力影响的复杂任务.
研究的目的:
- 研究初中儿童执行功能技能和写作能力之间的关系.
- 确定特定的EF组件,如抑制和工作记忆,如何影响文本复制和书面构成.
- 探索对这些协会的潜在人口影响.
主要方法:
- 一组282名小学学生 (4-6年级) 参加了这项研究.
- 写作技能被评估使用文本复制 (转录) 和照片描述 (表达性写作) 任务从BEEsc电池.
- 执行功能通过视觉搜索,工作记忆,灵活性和TAC电池的抑制测试来评估.
主要成果:
- 响应抑制和抵抗干扰干扰的更高得分与更多的单词和更少的文字复制语音错误相关.
- 改进的书面作文质量与更好的遗漏错误控制和移动和视觉空间工作记忆有关.
- 写作表现因人口因素而有显著差异,在老年学生和女孩中观察到的得分更高.
结论:
- 增强的执行功能技能与儿童写作复制和作文能力的提高有关.
- 人口因素,特别是性别和学年级,在记录结果方面发挥着重要作用.
- 这些发现强调了EF在写作发展中的重要性,并表明需要有针对性的教育干预措施.
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