认知控制策略对幼儿在编码学习过程中的注意力和情绪的影响
Chanjuan Fu1, Xiaoxin Hao2, Xinyue Shi1
1Department of Curriculum and Learning Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China.
NPJ science of learning
|September 29, 2025
概括
认知控制策略显著改善了幼儿在编码课时的注意力和情绪调节. 这些策略也提高了学习成果,突出了它们在早期教育中的重要性.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 认知科学 认知科学
背景情况:
- 早期编码教育对幼儿越来越普遍.
- 了解在这些活动中支持儿童学习,注意力和情绪状态的因素至关重要.
- 众所周知,认知控制策略,如规划,监测和反思,对于执行职能来说很重要.
研究的目的:
- 研究认知控制策略对5-6岁儿童在编码学习中的注意力和情绪状态的影响.
- 检查早期编码教育中认知控制策略,注意力,情绪和学习结果之间的关系.
主要方法:
- 在46名年龄在5-6岁的儿童身上使用了准实验性设计.
- 孩子们被分为一个实验组 (使用认知控制策略) 和一个控制组.
- 每三秒钟,对三个编码课程的视频录制进行了分析,以注意力和情绪进行分析.
主要成果:
- 认知控制策略帮助孩子们在编码活动中保持注意力和中立情绪状态.
- 这些策略的使用在学习环境中显示出良好的生态有效性.
- 观察到增强的学习成果,与学习期间的注意力水平有显著的相关性.
结论:
- 将认知控制策略整合到早期教育计划中,可以积极影响儿童的学习体验.
- 这些策略有效地改善了幼儿的注意力,情绪调节和整体学习成果.
- 研究结果支持在早期编码教育中使用认知控制策略的明确指令.
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