在写作困难的小学学生中,执行功能和写作表现:视觉运动集成的调解作用
Journal of learning disabilities
|January 30, 2026
概括
患有写作困难 (WD) 的儿童表现出工作记忆和抑制控制等执行功能的缺陷,影响他们的视觉运动整合和写作技能. 干预措施应针对这些认知领域.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 执行功能对于有效的写作至关重要.
- 在中国儿童中,执行功能在写作困难 (WD) 中所扮演的角色尚未得到充分研究.
- 现有的WD研究主要集中在西方字母表写作系统上.
研究的目的:
- 调查中国儿童与没有WD之间的执行功能差异 (工作记忆,抑制控制,认知灵活性).
- 检查视觉运动集成在执行功能和写作能力之间的关系中扮演的调解角色.
- 解决非西方写作系统中关于WD的文献上的空白.
主要方法:
- 一项涉及244名中国小学生的比较研究 (122名有WD,122名没有WD).
- 评估三个执行功能的子组件:工作记忆,抑制控制和认知灵活性.
- 视觉运动整合,拼写和写句能力的评估.
- 结构方程建模用于分析预测关系.
主要成果:
- 与对照组相比,患有WD的儿童在执行功能任务中表现出明显较低的准确性和更长的反应时间.
- 在患有WD的儿童中,观察到较低的视觉运动整合得分.
- 工作记忆和抑制控制显著预测了通过视觉运动集成间接通过写作性能.
- 认知灵活性对写作表现没有显著影响.
结论:
- 执行功能的障碍,特别是工作记忆和抑制控制,可能会导致儿童的写作困难.
- 视觉运动一体化作为从执行功能缺陷到写作障碍的途径中的调解者.
- 对WD儿童的干预措施应考虑解决执行功能和视觉运动整合技能.
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