一个以人为中心的方法来分析小学儿童的认知表现:通过自我组织地图进行比较
Sergio Montalt-García1,2, Isaac Estevan1,2, Israel Villarrasa-Sapiña1,3,4
1Physical Activity and Health Promotion Research Group (AFIPS), University of Valencia, València, Spain.
PloS one
|February 20, 2025
概括
学生的个人资料影响认知表现. 较高的体力活动和积极的社会/心理因素与更好的认知功能相关,突出了需要量身定制的教育计划.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 学生的福祉包括身体,心理和社会方面.
- 这些因素越来越多地被认为对学业成绩的影响.
- 了解不同学生的个人资料对于有效的教育干预至关重要.
研究的目的:
- 根据身体,心理和社会特征识别独特的学生个人资料.
- 调查这些已识别的个人资料与认知表现之间的关系.
- 为制定有针对性的教育策略提供信息.
主要方法:
- 与194名儿童 (平均年龄10.61岁) 进行的截面研究.
- 利用自组织地图 (SOM),一种无监督的神经网络集群技术.
- 评估身体活动,身体/心理/社会因素,身体表现和认知表现.
主要成果:
- 通过使用SOM.确定了六个不同的学生配置文件.
- 在身体活动,心理社会因素和身体表现方面,在不同个人资料中观察到显著的差异.
- 具有较高体力活动和积极心理社会属性的个人资料显示出优越的认知表现.
结论:
- 学生的认知结果与他们的身体,心理和社会情况有很大关系.
- 这些特征之间的相互作用塑造了认知功能.
- 识别多样化的学生个人资料可以指导创建个性化的教育计划,以增强发展.
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