剧烈的学术压力会损害小学早期儿童的抑制控制
Qing Yang1, Yifei Liu2, Haixin Zhang3
1Faculty of Education, Qufu Normal University, Qufu, China; School of Psychology, Qufu Normal University, Qufu, China; Research Center for Personality Development and Education of Children and Adolescents, Qufu Normal University, Qufu, China; Tin Ka Ping Institute of Contemporary Moral Education, Qufu Normal University, Qufu, China.
Journal of experimental child psychology
|November 22, 2025
概括
急性学术压力对幼儿的抑制控制 (IC) 有负面影响,这是学习的关键认知技能. 减少学术压力对于支持小学生健康的认知发展至关重要.
科学领域:
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
背景情况:
- 早期小学儿童 (6-8岁) 面临学术压力.
- 这个年龄组经历了显著的认知发展,包括抑制性控制 (IC).
- 智商对于学业成功和管理冲动至关重要.
研究的目的:
- 调查急性学术压力对7-8岁儿童智商的影响.
- 了解早期学习者的学术压力和认知功能之间的关系.
主要方法:
- 参与者: 7-8岁的小学儿童.
- 压力诱导:时间受限的数学测试与社会评估.
- 认知评估:适应的Go/No-go任务来测量IC.
主要成果:
- 暴露于学业压力的儿童在压力后的No-go试验中显示出明显降低的准确性.
- 在压力组中观察到CI损伤,与测试前的措施相比.
- 对照组 (没有压力诱导) 在IC中没有表现出类似的缺陷.
结论:
- 急性学术压力会对小学生的抑制控制产生不利影响.
- 研究结果强调需要减轻学术压力,以促进认知发展.
- 保护儿童的认知功能需要一个支持性的,低压力的学习环境.
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