捕捉中国学龄前儿童认知控制参与的发展变化
Xufeng Ji1, Yihao Deng2, Qiong Zhang2
1Faculty of Teacher Education, Lishui University, Lishui 323000, China.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
小孩子 幼儿 幼儿
科学领域:
- 发展心理学是发展心理学.
- 认知神经科学是一种认知神经科学.
背景情况:
- 儿童的认知控制在早期发育过程中从反应性转变为主动性战略.
- 以前的研究主要使用横截面设计,限制了对这种发展过渡的理解.
研究的目的:
- 纵向研究学龄前儿童从反应性到主动性认知控制的发展轨迹.
- 为了检查幼儿在五个月的时间内认知控制的变化.
主要方法:
- 一项涉及60名学龄前儿童 (4岁和5岁) 的纵向研究.
- 参与者完成了两个认知控制任务 (AX-连续性能测试,Cued任务切换) 两次超过五个月.
主要成果:
- 在这两项任务中,儿童在认知控制技能方面都取得了显著的改善.
- 观察到的改善表明,在研究间隔内持续存在的主要反应性对照模式.
- 这些收益表明与年龄相关的,渐进的发展为未来的积极控制做好了准备.
结论:
- 这项研究提供了纵向证据,支持在幼儿时期从反应性认知控制向主动性认知控制的逐步发展转变.
- 研究结果强调了学龄前儿童认知控制策略的持续发展过程.
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