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相关概念视频

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Working Memory01:24

Working Memory

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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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High-Level and Low-Level Awareness01:19

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Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
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相关实验视频

Updated: Sep 17, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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"执行职能"的文化构造

Ivan Kroupin1,2, Helen Elizabeth Davis2,3,4, Emily Burdett5

  • 1Department of Psychological and Behavioral Science, London School of Economics and Political Science, London WC2A 2AE, United Kingdom.

Proceedings of the National Academy of Sciences of the United States of America
|June 30, 2025
PubMed
概括

执行功能 (EF) 任务可能无法衡量普遍的认知能力,因为受过教育和未受过教育的社会儿童之间的表现有很大差异. 这表明EF测量通常反映了文化特定的认知发展,而不是天生的能力.

关键词:
认知发展 认知发展文化 文化 文化 文化执行职能 执行职能是指执行职能.学校教育 在学校教育.

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科学领域:

  • 认知科学 认知科学
  • 跨文化心理学 跨文化心理学
  • 发展心理学 发展心理学

背景情况:

  • 执行功能 (EF) 被理论化为普遍的认知能力.
  • 典型的EF测量通常依赖于脱离上下文的处理,这种处理是在工业化,受过教育的社会中发展的.

研究的目的:

  • 调查通过典型的执行职能任务来衡量技能是普遍的还是文化特定的.
  • 为了比较来自不同文化和教育背景的儿童之间的EF任务表现.

主要方法:

  • 在5-18岁儿童中,对标准执行功能任务的性能进行比较.
  • 包括来自后工业,普遍受过教育的背景 (英国) 和非工业化,未受过教育的农村背景 (Kunene地区,纳米比亚/安哥拉) 的参与者.
  • 包括两个额外的样本与中级学业暴露.

主要成果:

  • 与受过教育的同龄人相比,受过有限或没有正式学校教育的儿童在EF任务表现上表现出显著的,有时是定性上的差异.
  • 在典型的EF任务上的表现并没有显示跨文化背景的普遍发展.
  • 结果与先前关于不同社会类型的脱上下文处理的研究一致.

结论:

  • 典型的执行职能任务可能衡量文化特定的认知技能,而不是普遍能力.
  • 执行职能的定义可能需要重新考虑,以区分通用能力和文化限制的技能.
  • 未来的研究应该重新评估当前的EF测量实践及其文化影响.