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执行功能干预措施在典型发展的学龄前儿童中的有效性:系统性审查和元分析

Cristian Camilo Trujillo-Trujillo^1,2, Natalia Cadavid Ruiz¹, Juan P Sanabria-Mazo^3,4

¹Pontificia Universidad Javeriana, Cali, Colombia.

Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence

|January 6, 2026

概括

早期干预对学龄前儿童的执行功能,特别是口头工作记忆和抑制控制,显示出很小的益处. 需要更多的研究来确认有效性,并确定增强认知能力的最佳策略.

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:

执行功能 (EF) 对于儿童早期的认知发展至关重要.
早期EF干预措施的有效性证据有限,需要进行系统审查.

研究的目的:

系统地审查和对3-6岁儿童执行功能早期干预的研究进行元分析.
评估认知,多模式和体育活动干预措施对EF组件的有效性.

主要方法:

35项研究的系统审查和元分析 (2367项干预,1928名对照参与者).
包括随机和非随机试验,重点关注抑制控制,非语言工作记忆和口头工作记忆.
17个随机试验的元分析.

主要成果:

对口头工作记忆 (d=0.13) 和抑制控制 (d=0.10) 观察到小的积极效应.
对于非语言工作记忆 (d=0.02) 发现几乎没有效果.
适度的效果大小表明特定领域的收益,但可能受到干预时间和研究异质性的限制.

结论:

早期EF干预在学龄前儿童中显示出适度的,特定于领域的好处.
结果表明潜在的发育相关性,但强调需要更大,更严格的研究.
需要进一步的研究来优化干预策略,以便在早期执行职能方面取得一致和有意义的改进.

关键词:

幼儿园儿童学龄前儿童认知训练是一种认知训练.执行职能执行职能是指执行职能.这是一个元分析.工作记忆工作记忆

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