执行功能测量的绩效测试中的传统和替代分数:与儿童学业成绩的差异关联
Wenying Hou1, Christine Resch1, Rico Möckel2
1Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands.
概括
结合传统和基于策略的认知测试成绩,可以更好地预测儿童的算术技能. 然而,当控制智商 (IQ) 时,战略得分的独特预测价值会下降.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 传统的认知测试得分往往将执行功能 (EF) 与非EF过程混合在一起.
- 其他评分方法旨在隔离特定的认知功能,如使用策略.
- 了解不同评分方法对学业成绩的预测有效性至关重要.
研究的目的:
- 调查将传统认知测试成绩与基于替代策略的成绩相结合是否能改善对儿童学业成绩的预测.
- 评估不同计分方法对算术,阅读和中学辅导的预测价值.
- 确定智商对基于策略的认知分数预测准确性的影响.
主要方法:
- 对132名儿童 (9-12岁) 进行了口语流利性,设计流利性和雷-奥斯特里特复杂图形测试.
- 计算了每个测试的传统总分数和替代策略使用分数.
- 通过算术和阅读测试,中学咨询和家长报告评估学业绩;对年龄,智商,性别和家长教育进行控制.
主要成果:
- 传统和替代认知分数都与中学建议和学术表现 (算术,阅读) 有积极的相关性,但不是父母的报告.
- 结合传统和替代分数,提高了预测准确度,特别是在算术结果方面.
- 在控制智商后,替代策略使用得分的预测优势下降.
结论:
- 结合传统和替代认知评分方法,可以更好地预测学术成果,特别是在算术方面.
- 基于策略的评分方法在精神诊断评估中表现出优点,但它们的独特贡献受到一般认知能力 (IQ) 的调节.
- 进一步的研究应该探索不同认知评分方法对学业成绩的细微贡献.
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