积极鼓励对学龄前儿童的影响,同时完成建设性的任务
Wenhao Lv1, Haiqi Xiang1, Qiongfang Cao1
1Department of Evidence-based Medicine and Social Medicine, School of Public Health, Chengdu Medical College, Sichuan, 610500, China; Sichuan Provincial Key Laboratory of Philosophy and Social Sciences for Intelligent Medical Care and Elderly Health Management, Chengdu Medical College, Chengdu, Sichuan, 610500, China.
积极的鼓励在学龄前儿童增强幸福和情绪稳定. 这项研究表明,它增强了任务期间的大脑活动和情绪调节,提供了对社交互动效应的见解.
科学领域:
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 积极的鼓励对于幼儿发展和教育至关重要.
- 对于鼓励对儿童的影响的神经生理学基础尚不清楚.
研究的目的:
- 研究积极鼓励对学龄前儿童的心理和神经生理影响.
- 探索鼓励如何影响任务期间的情绪和认知反应.
主要方法:
- 45名学龄前儿童被分为鼓励和非鼓励组.
- 面部表情,心率变化和大脑活动 (fNIRS) 在块堆叠任务中被测量.
主要成果:
- 受到鼓励的孩子表现出更多的快乐,更少的负面情绪,以及在关键区域 (中圈,前眼场,背侧前额皮层) 的大脑活动.
- 鼓励组表现出更稳定的心率变化和增强的功能连接.
- 在特定的大脑区域观察到氧血球蛋白水平的显著差异.
结论:
- 积极的鼓励可以改善幼儿的情绪调节和认知表现.
- 它似乎增强了与社交互动相关的情绪稳定和神经处理.
- 研究结果提供了关于学前教育中积极社会相互作用的神经机制的见解.
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