身体活动与不同注意力集中度学龄前儿童认知能力的关系
发布时间：2018-09-07 16:51
【摘要】：目的:通过对上海市学龄前儿童注意力集中度、静坐行为时间、身体活动量、认知水平的测量,探究不同注意力集中度的学龄前儿童认知能力与静坐时间、身体活动水平的关系。方法:面向上海市8所幼儿园招募346名3-5岁学龄前儿童,根据学龄前儿童行为调查表,将受试者分为注意力集中组、注意力偶尔不集中组与注意力经常不集中组,该量表由受试者的班主任负责填写。采用“学龄前儿童智力简式测验量表”对受试者认知能力进行测量,该量表由《中国——韦氏幼儿智力量表》城市版中4项具有代表性的分测验(知识、图片词汇、图画填充和木块图案)构成。受试者身体活动水平通过连续7天佩戴Acti Graph GT3X+加速度传感器测得,选用Pate切点得出不同身体活动水平。使用线性回归分析调整混杂因素,探究注意力、静坐行为(Sedentary Behavior,SB)、总体身体活动量(Total Physical Activity,TPA)与认知的关系;通过单因素方差分析检验不同注意力集中度分组中身体活动、认知表现的水平差异,采用独立样本t检验和非参数U检验(检验水准为P≤0.05),探讨不同注意力集中度分组中SB、TPA与认知表现的关系。结果:346名受试者中,共292例(平均年龄4.5±0.5岁)数据有效并纳入统计分析,其中男童占56.8%。1、对于不同注意力集中度的学龄前儿童,其静坐时间、轻度、中度和高强度身体活动水平等指标没有差异;但言语智商、操作智商和智商总分存在显著差异(P0.001)。2、在调整混杂因素后,注意力集中度高的受试者表现出更好的言语智商(β=-0.30,P0.01)、操作智商(β=-0.20,P0.01)、总智商(β=-0.28,P0.01);且TPA与言语智商(β=0.133,P=0.035)、总智商(β=0.124,P=0.044)存在显著正相关关系。SB与操作智商呈显著正相关(β=0.133,P=0.035),对总智商的影响存在临界显著性(β=0.117,P=0.055)3、对于注意力集中的受试者,静坐时间较长的组别,其言语智商(25.30分)和总智商平均得分(117.68分)均显著高于静坐时间较短的组别(P0.01);对于注意力偶尔不集中的受试者,每日TPA达标的受试者言语智商(P=0.021)、操作智商(P=0.034)以及总智商(P=0.019)比不达标的受试者显著增高。结论:1、注意力、静坐时间和TPA对认知均具有独立的积极影响。2、对于不同注意力集中程度的学龄前儿童,其静坐时间和身体活动量对认知具有独立的影响作用。对于注意力集中度较高的学龄前儿童。在一定范围内,其静坐时间越长,言语智商和全量表智商表现越好;对于注意力偶尔不集中的学龄前儿童,TPA达标者全智商表现比不达标者高。
[Abstract]:Objective: to explore the cognitive ability and sitting time of preschool children in Shanghai by measuring the attention concentration, sedentary behavior time, physical activity and cognitive level. The level of physical activity. Methods: 346 preschool children aged 3-5 years were recruited from 8 kindergartens in Shanghai. According to the behavior questionnaire of preschool children, the subjects were divided into attention concentration group, occasional attention failure group and attention frequently unfocused group. The scale was filled out by the subject's head teacher. The cognitive ability of the subjects was measured by the "Preschool Children Intelligence simple Test scale", which was measured by four representative sub-tests (knowledge, picture vocabulary) in the Urban version of the "China-Wechsler Young Child Intelligence scale". Picture fill and block pattern). The body activity level was measured by wearing Acti Graph GT3X acceleration sensor for 7 consecutive days, and different body activity levels were obtained by using Pate tangent point. Linear regression analysis was used to adjust confounding factors to explore the relationship between attention, sedentary behavior (Sedentary Behavior,SB), total body activity (Total Physical Activity,TPA) and cognition. The relationship between SB,TPA and cognitive performance in different attention concentration groups was studied by using independent sample t test and nonparametric U test (P 鈮，
本文编号：2228847
[Abstract]:Objective: to explore the cognitive ability and sitting time of preschool children in Shanghai by measuring the attention concentration, sedentary behavior time, physical activity and cognitive level. The level of physical activity. Methods: 346 preschool children aged 3-5 years were recruited from 8 kindergartens in Shanghai. According to the behavior questionnaire of preschool children, the subjects were divided into attention concentration group, occasional attention failure group and attention frequently unfocused group. The scale was filled out by the subject's head teacher. The cognitive ability of the subjects was measured by the "Preschool Children Intelligence simple Test scale", which was measured by four representative sub-tests (knowledge, picture vocabulary) in the Urban version of the "China-Wechsler Young Child Intelligence scale". Picture fill and block pattern). The body activity level was measured by wearing Acti Graph GT3X acceleration sensor for 7 consecutive days, and different body activity levels were obtained by using Pate tangent point. Linear regression analysis was used to adjust confounding factors to explore the relationship between attention, sedentary behavior (Sedentary Behavior,SB), total body activity (Total Physical Activity,TPA) and cognition. The relationship between SB,TPA and cognitive performance in different attention concentration groups was studied by using independent sample t test and nonparametric U test (P 鈮，
本文编号：2228847
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