在多个大规模数据集中,认知在整个日历年有所变化
Arielle S Keller1,2, Alisha Shetty3,4, Ran Barzilay3,5,6
1Department of Psychological Sciences, University of Connecticut, Storrs, CT 06269.
概括
儿童在学校休息后经历认知表现的季节性下降,这种现象在年轻人中没有观察到. 这种"夏季幻灯片"会影响各种认知能力,强调需要全年进行行为分析.
科学领域:
- 认知心理学 认知心理学
- 发展心理学是发展心理学.
- 教育心理学教育心理学
背景情况:
- 儿童的认知能力在时间尺度上波动,包括季节性变化.
- 夏天的幻灯片,夏天的幻灯片
- 假期后学业成绩下降的特征.
- 夏季滑动在不同评估中的概括性及其对不同社会人口群体的影响仍在争论中.
- 以前的研究经常将季节性认知变化归因于遗忘,有限的大规模研究检查了青年与成年人的一般认知技能.
研究的目的:
- 在学龄儿童中使用标准化实验室评估系统地调查一般认知技能的季节性变化,并与年轻人进行比较.
- 量化不同数据集的认知表现的周期性,季节性变化,考虑地理,人口和测量变化.
- 为了确定认知性能最小值是否与儿童的学假期保持一致.
主要方法:
- 利用了四个大型数据集 (总n=23,251),地理,人口统计,心理健康和测量的变化.
- 采用循环立方线的通用添加模型来分析认知表现的周期性,季节性变化.
- 在学龄儿童和年轻人之间比较认知表现模式.
主要成果:
- 学龄儿童,但不是年轻人,在学校假期后表现出认知表现的持续最小值 (例如,美国的7月至9月,新加坡的11月至1月).
- 这种季节性认知表现下降在几乎所有研究的认知领域都被观察到.
- 这种季节性变化的效应大小很小,即使在调整社会经济地位或ADHD诊断后,也比社会经济对认知的影响要小得多.
结论:
- 在学龄儿童的认知表现下降的一个可概括的小规模效应与学校假期相吻合.
- 这些发现表明,季节性变化会影响儿童的一般认知能力,不仅仅是学业表现.
- 为未来的数据收集和分析提供了建议,以更好地了解整个日历年内的行为模式.
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