测量学龄前儿童的执行功能:一次评估是否足够?
Michael T Willoughby1, Jason Williams2, Erich M Lauff1
1RTI International, Education Practice Area.
Psychological assessment
|October 27, 2025
概括
在学龄前儿童中测量执行功能 (EF) 需要多次评估. 在EF任务中最可靠的变化反映了稳定的特征,而不仅仅是一次性的状态,这表明需要纵向测量.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 儿童心理学 儿童心理学
背景情况:
- 执行功能 (EF) 对于幼儿时期的认知和学术发展至关重要.
- 以前的研究还没有完全阐明EF措施在学龄前儿童中的稳定性.
- 了解EF的稳定性对于准确的评估和干预至关重要.
研究的目的:
- 确定单次评估是否足以测量学龄前儿童的执行功能.
- 区分特征类 (稳定) 和状态类 (过渡) 对EF任务执行的影响.
- 提供经验证据,证明EF测量在多个时间点的可靠性.
主要方法:
- 这项长度研究涉及来自不同背景的283名学龄前儿童 (年龄为3-5岁).
- 管理一个全面的电池的执行职能任务在三个不同的场合在一个学年.
- 应用纵向双因素模型来分析任务性能,并将差异分解为特征和状态组件.
主要成果:
- 执行功能任务得分中最可靠的差异 (50%-89%) 是由于稳定的特征级别影响.
- 国家层面的影响在EF任务中变化的比例较小 (32%-36%),特别是在比较任务中,如反应时间和注意力.
- 这项研究是首次量化国家和特征影响对幼儿EF措施的相对贡献.
结论:
- 一次评估可能无法完全捕捉到学龄前儿童执行功能的稳定方面.
- 稳定 (特征) 和波动 (状态) 的因素都会影响EF任务的性能,需要在测量方法中考虑.
- 未来的研究和评估实践应该包括纵向设计,以准确地测量早期儿童的执行功能.
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