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相关概念视频

Information Processing Approach01:30

Information Processing Approach

488
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
488
High-Level and Low-Level Awareness01:19

High-Level and Low-Level Awareness

612
Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
612
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

717
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
717
Working Memory01:24

Working Memory

772
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
772
Metacognition01:26

Metacognition

634
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
634
Behavior Modification01:21

Behavior Modification

521
Behavioral approaches have often been criticized for ignoring mental processes and focusing solely on observable behavior. However, these approaches provide an optimistic perspective for individuals seeking to change their behaviors. Rather than concentrating on intrinsic personality traits, behavioral approaches suggest that even longstanding habits can be modified by changing the reward contingencies that maintain them.
A real-world application of operant conditioning principles is applied...
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适应性习惯:理解执行功能及其发展.

Jesse C Niebaum1, Allison Zengilowski2, Benjamin Katz3

  • 1Center for Mind and Brain, Department of Psychology, University of California, Davis, CA, USA.

Trends in cognitive sciences
|December 18, 2025
PubMed
概括
此摘要是机器生成的。

适应性习惯框架表明背景,而不仅仅是个体差异,塑造了儿童的执行功能 (EF). 在支持性环境中重复练习会培养习惯,使EF更容易使用,并改善学术成绩等结果.

关键词:
学术成就 学术成就认知发展 认知发展执行职能 执行职能是指执行职能.个人差异是个人的差异.愿意参与控制控制的意愿.

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科学领域:

  • 发展心理学 发展心理学
  • 认知科学 认知科学
  • 教育心理学教育心理学

背景情况:

  • 执行职能 (EF) 对于发展和学术成功至关重要.
  • 目前的研究往往侧重于EF能力的个体差异.
  • 环境对EF参与的影响经常被低估.

研究的目的:

  • 提出适应习惯框架作为对EFS个人差异账户的补充视角.
  • 突出背景因素如何影响儿童EF的发展和参与.
  • 通过适应性习惯的镜头重新解释现有的经验发现.

主要方法:

  • 文献综述和理论框架的发展.
  • 使用适应性习惯视角解释经验发现.
  • 新型研究方法和干预措施的概念化.

主要成果:

  • 单独的个体差异不能完全解释EF的发展和结果.
  • 促进重复EF参与的背景促进习惯形成.
  • 习惯减少了EF参与所需的认知努力,增加了未来的使用.

结论:

  • 适应性习惯框架为EF发展提供了一个新的视角.
  • 环境支持对于建立EF习惯和促进积极结果至关重要.
  • 干预措施应侧重于创造有利的环境,以促进EF的发展.